http://ethw.org/w/api.php?action=feedcontributions&user=Administrator2&feedformat=atomETHW - User contributions [en]2018-02-18T05:19:13ZUser contributionsMediaWiki 1.27.1http://ethw.org/w/index.php?title=Trireme&diff=117238Trireme2015-04-01T17:15:10Z<p>Administrator2: Created page with &quot; == Bronze Age Aegean Ships == === Early Cutwaters === ==== Project at Stevens Institute of Technology, Davidson Laboratory ==== == The Athenian Trireme == === Historical Co...&quot;</p>
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<div><br />
== Bronze Age Aegean Ships ==<br />
=== Early Cutwaters ===<br />
==== Project at Stevens Institute of Technology, Davidson Laboratory ====<br />
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== The Athenian Trireme ==<br />
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=== Historical Context ===<br />
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Sometime in 481, as the Persian king Xerxes gathered a vast invasion force in western Anatolia, the assembly in Athens debated the proper military response. Themistocles alone argued for the need to use sea power. The Oracle's pronouncement that &quot;a wall of wood alone shall be uncaptured, a boon to you and your children&quot; was a clear reference to their ships' hulls, he argued, and not to some ancient fence around the acropolis. He won the argument that day and Athens bet everything on her fleet, eventually securing a great victory at nearby Salamis (in October 480 BCE). Without control of the sea, Xerxes cut the size of his land force, charged a subordinate with continuing the war, and personally returned to Asia. Although the fighting continued for another year, the lesson was not lost on the first historian of western literature, Herodotus of Halicarnassus. For him, Athens and her new fleet of warships--called triremes--saved Greece. The technological key to victory, then, lay in the trireme, a fearful weapon, which Athens was able to use to great effect, not only against Xerxes, but also in the decades to follow. With it, the Athenians forged an Empire and a flowering of culture that still amaze us. <br />
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== Trireme Engineering ==<br />
( Looking for contributors)<br />
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=== Class Project at Stevens ===<br />
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== Legacy of Trireme in the Mediterranean ==<br />
( Looking for contributors)<br />
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== Additional Material ==<br />
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&quot;'''An Engineering History of the Ram Bow from Ancient Times to the 21st Century'''&quot;, Given by Dr. Larrie Ferreiro. at the one-day conference held at the Stevens Institute of Technology and sponsored by the Onassis Foundation, The IEEE History Center at the Stevens Institute of Technology, and the Office of the Provost. Dr. Larrie Ferriero teaches naval and systems engineering at Stevens Institute of Technology, and is an historian of science, technology and engineering. He is the author of &quot;Ships and Science&quot; which explores the birth of scientific ship design during the Scientific Revolution. <br />
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'''&quot;Why 'Threes'? - The Influence of Triremes in Mediterranean History&quot;''' Given by Dr. William Murray. at the one-day conference held at the Stevens Institute of Technology and sponsored by the Onassis Foundation, The IEEE History Center at the Stevens Institute of Technology, and the Office of the Provost. Dr. William Murray, Mary and Gus Stathis Professor of Greek History at the University of South Florida, is author of &quot;The Age of Titans: The Rise and Fall of the Great Hellenistic Navies&quot;. His current research centers on warship rams and what they can tell us about warship collisions and the physical reality of naval combat<br />
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[[Category:Military_applications]]<br />
[[Category:Transportation]]<br />
[[Category:Marine_transportation]]</div>Administrator2http://ethw.org/w/index.php?title=First-Hand:ETAK,_an_early_vehicle_navigation_system&diff=96243First-Hand:ETAK, an early vehicle navigation system2014-03-12T16:17:02Z<p>Administrator2: </p>
<hr />
<div>Contributed by Stan Honey<br />
<br />
== Origin of Etak ==<br />
<br />
In 1983, I was working at SRI and ocean navigating professionally. I’d use my vacation time, and take occasional leave-without-pay from SRI to navigate in offshore races. One of these projects was to navigate on an ocean racer that Nolan Bushnell was building in order to win the Transpac, the Los Angeles to Honolulu sailing race. Nolan Bushnell created Pong and started Atari. He is a legend in the video game world, and an amazingly creative guy. I got to know Nolan well through navigating his boat. I convinced Ken Milnes, a colleague at SRI, to help me build a custom instrument system for Nolan’s boat to analyze our performance, our strategic position on the course and to help us pick the fastest course to Hawaii. We ended up first-to-finish in the Transpac. <br />
<br />
Nolan, who was just coming off the success of Atari and Pong and the early success of Pizza Time Theater, was interested in our projects at SRI, and interested generally in any technologies that could have a consumer application. So I brought up the topic of vehicle navigation. I described to Nolan the possibility of building a vehicle navigation system where the maps would be stored as a vector database and the vehicle could keep track of its location by measuring distances and headings travelled, i.e. “dead-reckoning”. The accumulation of error in the dead-reckoned position could be eliminated by cross correlating the dead-reckoned track against a map database, i.e. map matching. By comparing the path driven with the paths on the map, and by taking advantage of the fact that drivers tend to use roads, one could figure out where the vehicle must be. Remember that this was well before GPS. I was able to convince Nolan that the concept might work. Nolan was very insightful on technology. He quickly understood the approach and gave me the start-up money to start ETAK. I convinced Ken Milnes and Alan Phillips, colleagues from SRI, to join me in cofounding the company that became ETAK, and then within a few months several more SRI colleagues joined including George Loughmiller, Jamie Buxton, and Jerry Russell. In 1983 the six of us left SRI and started ETAK, with Walt Zavoli joining us shortly thereafter. ETAK’s original business plan focused on the consumer market, and we introduced the ETAK Navigator in 1985. The Navigator was on the cover of Popular Science that year and was one of Fortune Magazine’s products of the year. As it turned out, however, the market that first made ETAK profitable was the commercial market particularly for digital mapping. ETAK provided the digital map databases and software for routing and geocoding. “Geocoding” means finding the locations of addresses. For big companies like UPS, Federal Express, and Coca Cola, the geocoding of addresses is very important. Etak also provided vehicle navigation systems and fleet management for public safety fleets like ambulances. <br />
<br />
== The car navigation system ==<br />
<br />
=== Hardware Challenges ===<br />
<br />
The ETAK Navigator was a huge technical undertaking because many of the fundamental bits and pieces that we needed didn’t exist. In those days, computer power and memory were very expensive, graphic displays were too expensive, and the data storage devices that we needed for the maps didn’t exist. A good deal of work was thus needed to overcome these limitations. We also had to design and build our own differential wheel sensors. We ended up building variable reluctance sensors used in conjunction with magnetic tape that ran around the inside of the wheels. We had to design our own flux gate compass sensor which had to work well over a wide range of temperature. We had to build our own sensors to estimate the magnetic fields induced by the defroster current so we could subtract that out of the flux-gate compass measurement. We had to design our own graphic display because bitmap displays were then too expensive. <br />
We developed a vector display where the CRT beam directly drew lines representing the roads and pen strokes forming the letters in street names as vectors rather than highlighting pixels. We designed our own hardware system. We initially used an 8088 running at 4.77 megahertz with 128kB of memory. We designed our own mass storage device, which looked like a Phillips-style compact cassette, only it used a polycarbonate shell so that the tapes wouldn’t distort in the heat of a car. We did not use a capstan to control tape speed. It was very high tape speed driven by the tape spools. We stored 3.5 megabytes on a single tape. We tended to think about the map data as three-dimensional: latitude, longitude, and then road priority. You can prove that it’s not always possible to store adjacent map data adjacently on a single dimensional media like a tape. We were able to do a very good job of minimizing the long seeks on the tape by storing the map database in a hierarchical way, and using the inherent topology of the map itself to structure the data.<br />
<br />
=== Map Topology and Data Storage ===<br />
<br />
The need to store map data efficiently on a tape triggered us to develop one of the key technologies that ETAK had: the extremely efficient hierarchical storage of map data. This efficient storage system was essential for maps stored on tape, but when we used this topologically structured map storage structure on a disk drive on a conventional computer, the ETAK map retrieval and geocoding software was able to retrieve map data and geocode addresses many times faster than the other existing approaches prevalent at the time. That was one of the reasons why ETAK did well in commercial applications for delivery and public safety fleets. When we started doing geocoding of addresses, we found that we could match addresses 20 times faster on a PC, than delivery companies were accustomed to doing on a mainframe.<br />
<br />
Marv White was the key guy in developing this approach. The key was to apply topology to the inherent hierarchy in the map itself. I learned about it by reading papers in the field, many of them written by mathematicians at the US Census Bureau like Jim Corbett and Marv White, who worked on map storage structures as part of the work on the DIME file, which was a digital map that was used to manage the census. Marv and his boss Corbett wrote what I thought were the most insightful papers about the topological structure of maps and how to use topology to structure a map database. So I tracked Marv down and hired him to join ETAK and to lead the development of the digital mapping technology. In my view Marv was the most expert guy in the country in the use of mathematics to intelligently store maps.<br />
<br />
The other bit was we needed to come up with an efficient way of developing the digital map data. We could get some useful data from the Census Bureau––street names, address fields, but the Census Bureau coordinates weren’t accurate enough. So we had to come up with an efficient way of digitizing maps. We did that by scanning USGS quad maps and aerial photographs, and we came up with a very efficient way of improving the coordinates of a digital map database through comparison to those scanned images.<br />
Digitizing started in 1983. Digitizing maps was very labor intensive. Although the scheme that we came up with was still labor intensive, it was much faster and much more efficient than any other schemes that were used at the time, which were mostly based on big digitizing tables. What we would do is scan the imagery with a scanning microdensitometer. The imagery often had substantial distortion, as did all affordable, non-orthofied aerial photographs. Then we would identify key recognizable points for which we had good coordinates, measure the distortion, and then pre-distort our database to that same distortion, line everything up, do an “overlay” on the computer display, and update the coordinates in our database to the image. We’d then convert the measurements back to the coordinates of latitude and longitude. It was a very efficient way to do the digitizing.<br />
<br />
Prioritizing the roads was critical to map storage and for routing. We used the priority of the roads themselves to divide the map into a hierarchy. In topological terms, we had zero-cells, one-cells and two-cells. Zero-cells would be the intersections. The one-cells were the road segments in between intersections which are bounded by the zero-cells and co-bounded by two-cells, and then the two-cells were the areas. The two-cell areas have attributes such as city name, county name, park, water. The one-cells carry attributes such as the road name, address ranges, priority of the road and the direction of travel. Typically, we would use the high priority roads to divide the map into lower priority, smaller, sub-maps. Every element of this topology has pointers to its co-bounding and bounding elements. So wherever you were on the map, you could find out what was next to you and you could go to a higher priority map or you could go to a lower priority map, all by following pointers that you had handy.<br />
<br />
== The First Heads-up Display ==<br />
<br />
Our plan was to sell the ETAK car navigation system as an after-market product for use in automobiles. We used a CRT-based, vector display mounted in the front of the car. It was a heading-up display in the sense that the map was automatically rotated to orient it so that the direction in which the car was heading was always at the top of the display. The heading-up display was one of ETAK’s most valuable innovations, and the source of the name “ETAK.” It turns out that the Polynesians and Micronesian navigators used a similar cognitive-mapping approach. They imagined their canoes to be at the center of their cognitive “map” and as they sailed they kept track of the movement of the islands moving past them. Because of the similarities of the cognitive approach, we named the company ETAK.<br />
<br />
It sounds odd now because everybody now thinks of in-car map displays as being heading up, but at the time we started ETAK, that wasn’t known. That was one of our original innovations. It was one of the most valuable patents that ETAK had of the 30 or so total patents. <br />
<br />
<br />
== Map matching ==<br />
<br />
Another valuable patent was map matching, removing the uncertainty and error in position through cross correlation between the measured movement of the car and the roads themselves. Interestingly, even when GPS later became available and it was easy to know where you were within several meters, people continued to use map matching because the systems that used map matching looked much more precise on the map display. They would show the car on roads, exactly at the correct intersection. Once GPS was introduced, the map matching was easier because GPS could get you in the right vicinity so you could never be miles off, and then the map matching could do the fine positioning on the road more accurately than the GPS. Map matching continues today to be a very important technology because it makes the in-car navigation system look crisp and accurate. Most in-car navigation systems today still use map matching in addition to GPS. The early patents that we applied for at ETAK in rotating maps and map-matching turned out to be more important than we could have imagined and companies are still fighting over them.<br />
<br />
== Hardware ==<br />
<br />
The hardware components of the system consisted of a processor, which was about the size of a shoebox and was typically kept in the trunk of the vehicle; that contained the 8088 and 128kb of memory. There was the tape drive, which was mounted in the passenger compartment of the car because you needed to change tapes. Three tapes would cover the whole San Francisco Bay area. So you didn’t have to change tapes a lot, but if you wanted to drive to Sacramento, you had to change tapes. Then there was the compass, which was typically mounted in the rear window. It was about half the size of a deck of cards. There were the wheel sensors which were mounted on the two non-driven wheels.<br />
<br />
== Calibrating the system ==<br />
<br />
We had a very powerful algorithm to calibrate the compass. The calibration ritual basically was as follows: install everything in the car; drive the car to an intersection; tell the system where it was; drive to some other intersection and tell it where it was; and then you’d drive the car in a few circles. The system would use the circles to calibrate the compass, and use the known distance and known heading between the two intersections to calibrate the wheel sensors and the rotation term of the compass. That was good enough for it to start navigating, and from then on, it would automatically improve its own calibration, both of the wheel sensors and of the compass. The longer the system was in the car, the better the calibration would become because it’s using map matching, the cross correlation between the measurements of car movement and the roads on the map, not only to figure out where it is on the map but also to fine tune the calibration. <br />
<br />
If you had radial tires, the distance calibration would get extraordinarily accurate to the point where we couldn’t use the spherical earth approximation for our navigation calculations. We had to calculate distances on the geode in order to reduce the noise in our distance calibration as drivers variously drove N-S, and E-W. The heading sensor would get extraordinarily accurate due to this continuous calibration. In fact, there was one experiment where the military was testing different vehicle dead-reckoning systems. They installed an ETAK system in a military vehicle, drove it around, and then compared it to much more expensive dead reckoning systems that were based on inertial navigation. They discovered to their astonishment that even off road when it was only dead-reckoning, the ETAK system outperformed very expensive inertial systems. So they came to us and asked how can it possibly work so well? The answer was that they had driven the ETAK system around enough on roads on the base and in the adjoining cities so that it had become extraordinarily well calibrated. When they were off road, the fact that it was a four-wheel drive vehicle meant that there wasn’t that much tire slip. There was a little bit more on dirt roads but if you’re driving all four wheels, there’s not that much more, and so the system out-performed the more expensive systems not because it had better sensors but because the simple sensors it had were extraordinarily well calibrated.<br />
<br />
The calibration algorithm that we developed for the compass used a discrete Fourier transform on the error data that we captured. Prior to applying for a patent we discovered that Lord Kelvin had come up with a similar scheme. It looked to us like Lord Kelvin actually was using the discrete Fourier transform in his calibration of compasses. This is prior to the discovery of the Fourier transform. If you measure the compass heading error (deviation), as a function of measured heading, and then do a DFT for the first three terms, the first or DC term describes the rotation of the compass in the car, the second (single sinusoid term) describes the error due to hard magnetism in the car, and the third (two sinusoid term) describes the error due to flux focusing due to soft iron in the car. It turns out that Kelvin had figured that out, and basically was doing a DFT in his method to calibrate compasses. He didn’t describe it that way but it appears that he was doing it.<br />
<br />
== The Building a Business ==<br />
<br />
The business part of ETAK was frustrating because we were very far ahead of our time. Back then if you told somebody that you’ve developed a vehicle navigation system, they had no idea what you were talking about except for possibly a vague recollection of a James Bond movie. At the time, nobody understood the product that we were selling. Telling somebody that we had a “vehicle navigation system” was very different than telling them about a portable telephone. They knew what a phone was and they knew what the term portable meant so they could understand a portable phone. Even sending a business plan, a complete description of the product, and details about our company did not always make our product clear to the investors that we were approaching. These were smart guys. They would read our material and discuss it with us. Then we’d go to take them on a test drive and as soon as we backed out, they’d look at the map and say, “it moved.” They were genuinely surprised that the ETAK system showed the location of the car on a map. As soon as we started to drive, potential investors would be amazed, even though they read the business plan and they had read about the technology. They were astonished that the map was scrolling and rotating as we drove. Only during an actual drive would they appreciate the fact that the map scrolling under and rotating around the car symbol showed surrounding roads that corresponded to what they saw looking out their window. That just illustrated to us how difficult it was going to be for us to find a market because when smart people who have read the business plan and read about the technology still don’t know what to expect when they got in the car––how difficult was it then going to be to sell this? We had to give everyone an extensive test drive in order to get past that incredulous reaction of, “how does it know where I am?” <br />
<br />
Today nobody ever asks the question, “How does something know where I am?” Everybody just assumes that everything knows where it is ––your phone, your car, your boat, your camera etc. Nowadays, awareness of location is considered to be a utility of nature with GPS. But back then, people thought about things differently and people were aware that you could be lost, just simply not know where you were. In fact, that was a normal state then. People were just astonished that this device could know where they were. They were incredulous.<br />
<br />
The business breakthrough for ETAK came when we sold a map license to UPS. Our original goal was to go after the consumer market. But breaking into the consumer market proved to be too difficult, particularly when no one knew what vehicle navigation was. Although not a mass market, the commercial market, on the other hand, offered us some good business opportunities. These were applications involving the routing and scheduling of commercial fleets like fire fleets, ambulance fleets and delivery fleets, and some of them just wanted to match addresses. We did a deal with Coca Cola where they principally used the system just to geocode where all the stops were so they could cluster them and sequence them for the trucks. Just geocoding the stops so that they could do a very simple heuristic clustering and sequencing for the trucks––not solving the traveling salesman problem per se, but just doing a first order cluster and sequence. They found that they could meet their deliveries with 20% fewer trucks than the way they had been doing it.<br />
<br />
Our initial business plan for ETAK was to build vehicle navigation systems and sell them to consumers, and we did start selling ETAK vehicle navigation systems to consumers in the fall of 1985. But, as it turned out, that market would have to wait for 20 years to mature. In 1989, News Corporation acquired ETAK. Rupert Murdoch wanted ETAK because it had the highest quality digital roadmap database, and that database would be useful for people asking the question where is the nearest and how do I get to it? Rupert Murdoch figured that this would be a great way to make that kind of media more personal, to allow people to ask, “where is the nearest, and how do I get there” when they used the classified ads or yellow pages. It was a stunning leap then, which only seems obvious today now that we all use Google maps. In 1996, NewsCorp sold ETAK to Sony. Sony’s interest was more in the vehicle navigation system. Then ETAK merged into TeleAtlas, and then TeleAtlas was acquired by TomTom. So ETAK has really come full circle. It started as a vehicle navigation company, transformed into a mapping and location content company. And now its map data and navigation innovations are again supporting a vehicle navigation company.<br />
<br />
[[Category:Automation|{{PAGENAME}}]]<br />
[[Category:Transportation|{{PAGENAME}}]]</div>Administrator2http://ethw.org/w/index.php?title=First-Hand:ETAK,_an_early_vehicle_navigation_system&diff=95759First-Hand:ETAK, an early vehicle navigation system2014-02-25T18:52:53Z<p>Administrator2: </p>
<hr />
<div><br />
Contributed by Stan Honey<br />
<br />
== Origin of Etak ==<br />
<br />
In 1983, I was working at SRI and ocean navigating professionally. I’d use my vacation time, and take occasional leave-without-pay from SRI to navigate in offshore races. One of these projects was to navigate on an ocean racer that Nolan Bushnell was building in order to win the Transpac, the Los Angeles to Honolulu sailing race. Nolan Bushnell created Pong and started Atari. He is a legend in the video game world, and an amazingly creative guy. I got to know Nolan well through navigating his boat. I convinced Ken Milnes, a colleague at SRI, to help me build a custom instrument system for Nolan’s boat to analyze our performance, our strategic position on the course and to help us pick the fastest course to Hawaii. We ended up first-to-finish in the Transpac. <br />
<br />
Nolan, who was just coming off the success of Atari and Pong and the early success of Pizza Time Theater, was interested in our projects at SRI, and interested generally in any technologies that could have a consumer application. So I brought up the topic of vehicle navigation. I described to Nolan the possibility of building a vehicle navigation system where the maps would be stored as a vector database and the vehicle could keep track of its location by measuring distances and headings travelled, i.e. “dead-reckoning”. The accumulation of error in the dead-reckoned position could be eliminated by cross correlating the dead-reckoned track against a map database, i.e. map matching. By comparing the path driven with the paths on the map, and by taking advantage of the fact that drivers tend to use roads, one could figure out where the vehicle must be. Remember that this was well before GPS. I was able to convince Nolan that the concept might work. Nolan was very insightful on technology. He quickly understood the approach and gave me the start-up money to start ETAK. I convinced Ken Milnes and Alan Phillips, colleagues from SRI, to join me in cofounding the company that became ETAK, and then within a few months several more SRI colleagues joined including George Loughmiller, Jamie Buxton, and Jerry Russell. In 1983 the six of us left SRI and started ETAK, with Walt Zavoli joining us shortly thereafter. ETAK’s original business plan focused on the consumer market, and we introduced the ETAK Navigator in 1985. The Navigator was on the cover of Popular Science that year and was one of Fortune Magazine’s products of the year. As it turned out, however, the market that first made ETAK profitable was the commercial market particularly for digital mapping. ETAK provided the digital map databases and software for routing and geocoding. “Geocoding” means finding the locations of addresses. For big companies like UPS, Federal Express, and Coca Cola, the geocoding of addresses is very important. Etak also provided vehicle navigation systems and fleet management for public safety fleets like ambulances. <br />
<br />
== The car navigation system ==<br />
<br />
=== Hardware Challenges ===<br />
<br />
The ETAK Navigator was a huge technical undertaking because many of the fundamental bits and pieces that we needed didn’t exist. In those days, computer power and memory were very expensive, graphic displays were too expensive, and the data storage devices that we needed for the maps didn’t exist. A good deal of work was thus needed to overcome these limitations. We also had to design and build our own differential wheel sensors. We ended up building variable reluctance sensors used in conjunction with magnetic tape that ran around the inside of the wheels. We had to design our own flux gate compass sensor which had to work well over a wide range of temperature. We had to build our own sensors to estimate the magnetic fields induced by the defroster current so we could subtract that out of the flux-gate compass measurement. We had to design our own graphic display because bitmap displays were then too expensive. <br />
We developed a vector display where the CRT beam directly drew the roads and letters as vectors rather than highlighting pixels. We designed our own hardware system. We initially used an 8088 running at 4.77 megahertz with 128kB of memory. We designed our own mass storage device, which looked like a Phillips-style compact cassette, only it used a polycarbonate shell so that the tapes wouldn’t distort in the heat of a car. We did not use a capstan to control tape speed. It was very high tape speed driven by the tape spools. We stored 3.5 megabytes on a single tape. We tended to think about the data as three-dimensional: latitude, longitude, and then priority. You can prove that it’s not always possible to store adjacent map data adjacently on a single dimensional media like a tape. We were able to do a very good job of minimizing the long seeks on the tape by storing the map database in a hierarchical way, and using the inherent topology of the map itself to structure the data.<br />
<br />
=== Map Topology and Data Storage ===<br />
<br />
The need to store map data efficiently on a tape triggered us to develop one of the key technologies that ETAK had: the extremely efficient hierarchical storage of map data. This efficient storage system was essential for maps stored on tape, but when we used this topologically structured map storage structure on a disk drive on a conventional computer, the ETAK map retrieval and geocoding software was able to retrieve map data and geocode addresses many times faster than the other existing approaches prevalent at the time. That was one of the reasons why ETAK did well in commercial applications for delivery and public safety fleets. When we started doing geocoding of addresses, we found that we could match addresses 20 times faster on a PC, than delivery companies were accustomed to doing on a mainframe.<br />
<br />
Marv White was the key guy in developing this approach. The key was to apply topology to the inherent hierarchy in the map itself. I learned about it by reading papers in the field, many of them written by mathematicians at the US Census Bureau like Jim Corbett and Marv White, who worked on map storage structures as part of the work on the DIME file, which was a digital map that used to manage the census. Marv and his boss Corbett wrote what I thought were the most insightful papers about the topological structure of maps and how to use topology to structure a map database. So I tracked Marv down and hired him to join ETAK and to lead the development of the digital mapping technology. In my view Marv was the most expert guy in the country in the use of mathematics to intelligently store maps.<br />
<br />
The other bit was we needed to come up with an efficient way of developing the digital map data. We could get some useful data from the Census Bureau––street names, address fields, but the Census Bureau coordinates weren’t accurate enough. So we had to come up with an efficient way of digitizing maps. We did that by scanning USGS quad maps and aerial photographs, and we came up with a very efficient way of improving the coordinates of a digital map database through comparison to those scanned images.<br />
Digitizing started in 1983. Digitizing maps was very labor intensive. Although the scheme that we came up with was still labor intensive, it was much faster and much more efficient than any other schemes that were used at the time, which were mostly based on big digitizing tables. What we would do is scan the imagery with a scanning microdensitometer. The imagery often had substantial distortion, as did all affordable, non-orthofied aerial photographs. Then we would identify key recognizable points for which we had good coordinates, measure the distortion, and then pre-distort our database to that same distortion, line everything up, do an “overlay” on the computer display, and update the coordinates in our database to the image. We’d then convert the measurements back to the coordinates of latitude and longitude. It was a very efficient way to do the digitizing.<br />
<br />
Prioritizing the roads was critical to map storage and for routing. We used the priority of the roads themselves to divide the map into a hierarchy. In topological terms, we had zero-cells, one-cells and two-cells. Zero-cells would be the intersections. The one-cells were the road segments in between intersections which are bounded by the zero-cells and co-bounded by two-cells, and then the two-cells were the areas. The two-cell areas have attributes such as city, county, park, water. The one-cells carry attributes such as the road name, address ranges, priority of the road and the direction of travel. Typically, we would use the high priority roads to divide the map into lower priority, smaller, sub-maps. Every element of this topology has pointers to its co-bounding and bounding elements. So wherever you were on the map, you could find out what was next to you and you could go to a higher priority map or you could go to a lower priority map, all by following pointers that you had handy.<br />
<br />
== The First Heads-up Display ==<br />
<br />
Our plan was to sell the ETAK car navigation system as an after-market product for use in automobiles. We used a CRT-based, vector display mounted in the front of the car. It was a heading-up display in the sense that the map was automatically rotated to orient it so that the direction in which the car was heading was always at the top of the display. The heading-up display was one of ETAK’s most valuable innovations, and the source of the name “ETAK.” It turns out that the Polynesians and Micronesian navigators used a similar cognitive-mapping approach. They imagined their canoes to be at the center of their cognitive “map” and as they sailed they kept track of the movement of the islands moving past them. Because of the similarities of the cognitive approach, we named the company ETAK.<br />
<br />
It sounds odd now because everybody now thinks of in-car map displays as being heading up, but at the time we started ETAK, that wasn’t known. That was one of our original innovations. It was one of the most valuable patents that ETAK had of the 30 or so total patents. <br />
Map matching<br />
<br />
Another valuable patent was map matching, removing the uncertainty and error in position through cross correlation between the measured movement of the car and the roads themselves. Interestingly, even when GPS later became available and it was easy to know where you were within several meters, people continued to use map matching because the systems that used map matching looked much more precise on the map display. They would show the car on roads, exactly at the correct intersection. Once GPS was introduced, the map matching was easier because GPS could get you in the right vicinity so you could never be miles off, and then the map matching could do the fine positioning on the road more accurately than the GPS. Map matching continues today to be a very important technology because it makes the in-car navigation system look crisp and accurate. Most in-car navigation systems today still use map matching in addition to GPS. The early patents that we applied for at ETAK in rotating maps and map-matching turned out to be more important than we could have imagined and companies are still fighting over them.<br />
<br />
== Hardware ==<br />
<br />
The hardware components of the system consisted of a processor, which was about the size of a shoebox and was typically kept in the trunk of the vehicle; that contained the 8088 and 128kb of memory. There was the tape drive, which was mounted in the passenger compartment of the car because you needed to change tapes. Three tapes would cover the whole San Francisco Bay area. So you didn’t have to change tapes a lot, but if you wanted to drive to Sacramento, you had to change tapes. Then there was the compass, which was typically mounted in the rear window. It was about half the size of a deck of cards. There were the wheel sensors which were mounted on the two non-driven wheels.<br />
<br />
== Calibrating the system ==<br />
<br />
We had a very powerful algorithm to calibrate the compass. The calibration ritual basically was as follows: install everything in the car; drive the car to an intersection; tell the system where it was; drive to some other intersection and tell it where it was; and then you’d drive the car in a few circles. The system would use the circles to calibrate the compass, and use the known distance and known heading between the two intersections to calibrate the wheel sensors and the rotation term of the compass. That was good enough for it to start navigating, and from then on, it would automatically improve its own calibration, both of the wheel sensors and of the compass. The longer the system was in the car, the better the calibration would become because it’s using map matching, the cross correlation between the measurements of car movement and the roads on the map, not only to figure out where it is on the map but also to fine tune the calibration. <br />
<br />
If you had radial tires, the distance calibration would get extraordinarily accurate to the point where we couldn’t use the spherical earth approximation for our navigation calculations. We had to calculate distances on the geode in order to reduce the noise in our distance calibration as drivers variously drove N-S, and E-W. The heading sensor would get extraordinarily accurate due to this continuous calibration. In fact, there was one experiment where the military was testing different vehicle dead-reckoning systems. They installed an ETAK system in a military vehicle, drove it around, and then compared it to much more expensive dead reckoning systems that were based on inertial navigation. They discovered to their astonishment that even off road when it was only dead-reckoning, the ETAK system outperformed very expensive inertial systems. So they came to us and asked how can it possibly work so well? The answer was that they had driven the ETAK system around enough on roads on the base and in the adjoining cities so that it had become extraordinarily well calibrated. When they were off road, the fact that it was a four-wheel drive vehicle meant that there wasn’t that much tire slip. There was a little bit more on dirt roads but if you’re driving all four wheels, there’s not that much more, and so the system out-performed the more expensive systems not because it had better sensors but because the simple sensors it had were extraordinarily well calibrated.<br />
<br />
The calibration algorithm that we developed for the compass used a discrete Fourier transform on the error data that we captured. Prior to applying for a patent we discovered that Lord Kelvin had come up with a similar scheme. It looked to us like Lord Kelvin actually was using the discrete Fourier transform in his calibration of compasses. This is prior to the discovery of the Fourier transform. If you measure the compass heading error (deviation), as a function of measured heading, and then do a DFT for the first three terms, the first or DC term describes the rotation of the compass in the car, the second (single sinusoid term) describes the error due to hard magnetism in the car, and the third (two sinusoid term) describes the error due to flux focusing due to soft iron in the car. It turns out that Kelvin had figured that out, and basically was doing a DFT in his method to calibrate compasses. He didn’t describe it that way but it appears that he was doing it.<br />
<br />
== The Building a Business ==<br />
<br />
The business part of ETAK was frustrating because we were very far ahead of our time. Back then if you told somebody that you’ve developed a vehicle navigation system, they had no idea what you were talking about except for possibly a vague recollection of a James Bond movie. At the time, nobody understood the product that we were selling. Telling somebody that we had a “vehicle navigation system” was very different than telling them about a portable telephone. They knew what a phone was and they knew what the term portable meant so they could understand a portable phone. Even sending a business plan, a complete description of the product, and details about our company did not always make our product clear to the investors that we were approaching. These were smart guys. They would read our material and discuss it with us. Then we’d go to take them on a test drive and as soon as we backed out, they’d look at the map and say, “it moved.” They were genuinely surprised that the ETAK system showed the location of the car on a map. As soon as we started to drive, potential investors would be amazed, even though they read the business plan and they had read about the technology. They were astonished that the map was scrolling and rotating as we drove. Only during an actual drive would they appreciate the fact that the map scrolling under and rotating around the car symbol showed surrounding roads that corresponded to what they saw looking out their window. That just illustrated to us how difficult it was going to be for us to find a market because when smart people who have read the business plan and read about the technology still don’t know what to expect when they got in the car––how difficult was it then going to be to sell this? We had to give everyone an extensive test drive in order to get past that incredulous reaction of, “how does it know where I am?” <br />
<br />
Today nobody ever asks the question, “How does something know where I am?” Everybody just assumes that everything knows where it is ––your phone, your car, your boat, your camera etc. Nowadays, awareness of location is considered to be a utility of nature with GPS. But back then, people thought about things differently and people were aware that you could be lost, just simply not know where you were. In fact, that was a normal state then. People were just astonished that this device could know where they were. They were incredulous.<br />
<br />
The business breakthrough for ETAK came when we sold a map license to UPS. Our original goal was to go after the consumer market. But breaking into the consumer market proved to be too difficult, particularly when no one knew what vehicle navigation was. Although not a mass market, the commercial market, on the other hand, offered us some good business opportunities. These were applications involving the routing and scheduling of commercial fleets like fire fleets, ambulance fleets and delivery fleets, and some of them just wanted to match addresses. We did a deal with Coca Cola where they principally used the system just to geocode where all the stops were so they could cluster them and sequence them for the trucks. Just geocoding the stops so that they could do a very simple heuristic clustering and sequencing for the trucks––not solving the traveling salesman problem per se, but just doing a first order cluster and sequence. They found that they could meet their deliveries with 20% fewer trucks than the way they had been doing it.<br />
<br />
Our initial business plan for ETAK was to build vehicle navigation systems and sell them to consumers, and we did start selling ETAK vehicle navigation systems to consumers in the fall of 1985. But, as it turned out, that market would have to wait for 20 years to mature. In 1989, News Corporation acquired ETAK. Rupert Murdoch wanted ETAK because it had the highest quality digital roadmap database, and that database would be useful for people asking the question where is the nearest and how do I get to it? Rupert Murdoch figured that this would be a great way to make that kind of media more personal, to allow people to ask, “where is the nearest, and how do I get there” when they used the classified ads or yellow pages. It was a stunning leap then, which only seems obvious today now that we all use Google maps. In 1996, NewsCorp sold ETAK to Sony. Sony’s interest was more in the vehicle navigation system. Then ETAK merged into TeleAtlas, and then TeleAtlas was acquired by TomTom.<br />
<br />
[[Category:Automation|{{PAGENAME}}]]<br />
[[Category:Transportation|{{PAGENAME}}]]</div>Administrator2http://ethw.org/w/index.php?title=First-Hand:Building_a_New_Generation_of_Slot_Machines:_Silicon_Valley_Meets_Las_Vegas&diff=91570First-Hand:Building a New Generation of Slot Machines: Silicon Valley Meets Las Vegas2013-10-09T17:16:56Z<p>Administrator2: /* Additional Reading from this Author */</p>
<hr />
<div>Submitted by Allan Alcorn<br />
<br />
== How I First Got Involved ==<br />
<br />
Around 1993 I was finishing up work at Digital FX when I got a call from an “angel”, Dave Morse. &quot;Hey Al”, Dave said, “let's start a company that makes slot machines for Vegas.&quot; He explained that he had a partner who was very close to the Las Vegas industry. This partner, who was a non-technical person, realized that the bulk of the revenue in Las Vegas comes from slot machines that were still technically very primitive. They still used physical reels spinning behind glass. Steve Wynn has shown that Las Vegas is not about gambling. It is about entertainment. Dave’s partner wondered if we could make the slot machines more entertaining. Slot machines that were more entertaining would make more money, and we'd have a product. That was the basic concept.<br />
<br />
At the time, it struck me as a really an off-the-wall idea. Back in the old days at Atari, we had looked at it. But we shied away from the industry when we realized how difficult it was to get a new product into this industry. But when Dave Morse proposed the idea, I said “let’s do it”. After all Dave was a serious angel. He had previously started Amiga and then the 3DO company. It was something I didn't know how to do and it sounded like a good challenge. The project also sounded like a lot of fun. Then Dave said, &quot;Why don't we go to the trade show starting up in a few weeks in Las Vegas?&quot; Each year every the gambling industry has a trade show; one of the more fun trade shows to go to because you got smoking and pretty ladies, and the whole thing. But it's also a really good trade show. And I went and looked at all the offerings from all the companies making slot machines I was just struck by how primitive they were. “Gosh”, I wondered, “why re they are so primitive? Why they don’t put more entertainment in these machines?”<br />
<br />
At first I thought to myself, “What am I missing?” The idea seemed like picking apples off the ground. It just seems too easy. So I got a little paranoid. While in Las Vegas, I spoke to the head of the Nevada Gaming Control Board Technical Branch about some of the technical issues that one must address in order to make a slot machine comply with the Nevada gaming rules. It was also a very interesting experience. They were very helpful. I had thought that they would be standoffish. But in fact they were enthusiastic about having some Silicon Valley company make new slot machines. &quot;If we make the slot machines more fun and better and they make more money,” they explained, “then we get more tax revenue. So it's in our interest to have better machines. It's simple. It's honest. So, it’s okay.” At that point, I was concerned about security. People like to cheat and steal from these machines and that's a big issue. So I asked them about their experience with modern cryptography – public-key cryptography, RSA, and stuff like that. They had never heard of it. Then I saw a real a opportunity here.<br />
<br />
We had about a million dollars of start-up money from Dave Morse, the angel. But we had to get additional money. The next step, as with any start-up, was to build a prototype that would be good enough to convince investors to put money in. I had to put together a team of engineers to build the prototype and then the final machine.<br />
<br />
== Building the Team ==<br />
<br />
In putting a team together it is always very, very critical that you build a new organization from the top down. You try to get the “A” players in at the top and they then they will hire the “A” players at the lower levels. So one of my first hires was a friend, Harry Jenkins, with whom I had worked with at Atari years earlier. He had been one of the best product designers that Atari had and had just become available. I gave him the tasks of building concept, the visuals, the product, the packaging and gave that over to him. Then I continued to assemble the key players of engineering team. The computer-based machine that we were going to build was going to be a very powerful system with beautiful graphics like no one had ever seen before. Our concept was aimed at people who did not understand or care about computers, like classically little blue-haired old ladies that are drunk. . So the machine had to be very easy to play, very identifiable, enjoyable, and entertaining. So my next big hire was Adam Leventhal; one of the best graphics guys whom I hired away from Apple Compute.<br />
<br />
Due to severe stability requirements we chose not to use Microsoft software, I needed to hire people with top-notch real-time operating system. In fact, one of the key engineering decisions that we made very early on was not use a custom electronic digital board, as was done on all the other video games and slot machines in 1993. It was the wrong way to go for the early 1990s. Instead we decided to use a standard Intel motherboard. It had far more power than anything we could design, and we could buy it finished, all debugged and tested with infinite amount of development tools and accessories, for $125. We also knew that we could not run any Microsoft/Windows type of software. It had to be extremely stable. If you're making a slot machine, the “blue screen of death has more literal meaning. A slot machine cannot crash. It had to be absolutely stable.<br />
<br />
So we used a real-time operating system. There were a few of them around. So I wanted experts, experts who had used these operating systems before. They were engineers who had designed things for the remote telephone answering machines that were all built on the little individual circuit cards, with a real-time operating system running on an x86 microprocessor. These remote answering machines could not go down. That was the design philosophy that I wanted. So I did not want the average PC type of designer. I wanted that kind of designer who understood hard, stable product design. We had a design team with experience interfacing from the high level stuff down to the hardware level. <br />
<br />
It was also crucial that we hire someone who understood the casino slot business and its customers. Grade A, nerd engineers generally don’t gamble. And they know that they're going to lose so they don’t do it. But we were going to make a product that would appeal to someone who did gamble. We need to get that kind of understanding into the company, both by training our existing engineers and by hiring people from that industry.<br />
<br />
In regards to knowledge of the slot machine industry, our key hire was a gentleman named Andrew Pascal, who at the time was running the slot operations at the Mirage Casino and happened to be Steve Wynn's nephew. He was a young man who wasn't too set in his ideas, was enthused about the idea of coming to Silicon Valley doing a Silicon Valley startup. He was excited about bringing his experience with, understanding of the players’ wants to our start-up, and hopefully create the right content for our new machines. <br />
<br />
Mr. Wynn was not happy when we hired Andrew Pascal. Mr. Wynn had daughters but no sons. He was grooming Mr. Pascal to succeed him in the business. And then for Mr. Psacal to leave and work for us, it was kind of a shock for Mr. Wynn. We did not realize it at the time that Mr. Wynn’s displeasure could work against us. We thought the hire was a great idea.<br />
<br />
At the heart of the project was cryptography. Well, when you hire A-player digital engineers, they're all going to know about cryptography. I remember had these wonderful meetings with all these very, very bright people, as we got into the architecture and the design. We had all seen the movie Casino that had just come out. And I pointed out to the group that the movie, even though it was supposed to be fiction, it was based on fact. That sort of stuff really happens. Some of the guys on the design team had previous experience in video game design. As often in that world, engineers will put in Easter eggs – little surprises – in the software that they can show to their friends that if they hit the right combination of keys it'll say their name or something. You don’t want to do this in the casino slot business!<br />
<br />
So first step was to get the core team of engineers appreciating what we had to do. We explixitly stated that our goal was an architecture – a system – such that it would be impossible for any engineer to put a GAFT application, or cheating application, on the system no matter what he wanted to do. We had to create a security system that was so tight that it would not accept any foreign software. The solution had to deal with the entire architecture and not just the operating system. All programs that ran our slot machine system had to be approved and authenticated by company’s management. We proved mathematically that that was indeed the case. <br />
<br />
Getting this security to work was a lot of fun. I mean it was really exciting. And the first patent, fortunately named the Alcorn Patent, was really the result of a team effort. It was one of my best experiences because a team of six or seven engineers were able to come up with something better than any one of us could have come up with alone.<br />
<br />
== The First Prototype ==<br />
<br />
The canonical process in high-tech start-ups is you get your angel money – get your million bucks from the angel, put a team together, and that lets you live for a few months – six months, maybe. But during that period of time you've got to hustle and build a prototype, compelling enough to attract your next round of investors. In this case it was going to be the B round of real funding. We were looking for several million dollars – eight, ten million, something like that. We had to come up with the prototype in a very short time. Unable to create the hardware from scratch, we did what everybody does and we, at the time, bought the finest graphics systems in that you could buy at the time, a silicon graphics machine. And we modified it to drive a special display that would allow us to show how our system would work and why it was different than any other systems around. For the prototype we had a wooden cabinet holding a couple of the design features: 16 by 9 cathode ray tube, the first and only such tube made. It was in portrait mode. The tube had been specially imported from Europe for us. We modified the silicon graphics to interface with the tube. We had a slot machine crank handle bolted to the side of it. <br />
<br />
Showing our crude looking prototype to actual slot bosses and potential casino customers was an amusing process. . We'd fly them out to our office in Saratoga, California, to see it. Several of them came away thinking, &quot;They can't make something out of wood!&quot; They were unable to abstract beyond the model. It is an interesting ability. Where a venture capitalist and an angel is able to see something and abstract what it could be, but most people don’t see it that way. They have a different reaction. &quot;Is that it? That's not going to work. You have to have a metal cabinet. You can't have wood.&quot; We did get these potential customers over this conceptual gap.<br />
<br />
And some of the concepts we had that were very different that didn't stick that I think were fascinating because most of the time a slot machine sits passive on the floor. <br />
<br />
Most of the time, any given slot machine is not being played, Even though during its lifetime, in a year, it may take a million dollars it just sits there idle. So we had the idea of using a group of slot machines in a casino as video wall to show advertising that could attract crowds. We had all the components needed. There was a big graphic display screen that could display information to a crowd. All the slot machines were to be hooked up on Ethernet, which was not in use at that time there. Our machines could talk to each other. We could do all kinds of interesting things. For example, in those days the slot machines worked with coins and dollar bills and could jam. The standard IGT machine would lock up and show on the LED display F7G1. When it locks up no one can play. The customer may sit there waiting for someone to service it. What we did was have a video come up and a Professor Irwin Corey type of character would come on and say, &quot;Well, we've had some problems with the machine and we've got somebody coming over.&quot; Then the machine would start showing the customer card tricks or advertise products. We had graphics. Though these features were not gambling, they were entertainment. We showed that sort of stuff, and people said, &quot;Wow”. But in the end, this aspect of our machine wasn't as popular as we thought it would be. <br />
<br />
== The Second Round of Investors ==<br />
<br />
We went to the usual suspects down Sand Hill Road. It was Dave Morse’s responsibility to get the investor crowd to come down. And so they came down to our beautiful little offices in Saratoga, and we would give them the dog and pony show. And Andrew Pascal would talk about his part of it and I'd talk about my part of it. So we had pretty much all the VC firms coming through. It was a blur. And the most memorable potential investor for me was Larry Ellison. When he came by he announced, &quot;I got 15 minutes.&quot; He had his limo waiting. But we had a 45 minute presentation. But as we into it, Ellison started asking all these technical questions about the graphics subsystem. We were building a beautiful, if not the best graphic subsystem. So I said, &quot;Hang on a second.&quot; I went and got Adam Leventhal, our hardware engineer, who was busy doing other stuff, and they just did the Vulcan mind meld. It was amazing. Larry said, &quot;Wow. This is very much like the CAPS system that Disney used for animation.&quot; and Adam said, &quot;Yeah. I worked on that system.&quot; Then Ellison said, &quot;Oh, wow.&quot; Adam and Ellison spoke for about an hour and a half. Although Ellison was thrilled with the whole thing, he never invested. &quot;Well, it's gambling,” Ellison said and then added, “I don’t want to invest in gambling.&quot; But we did get the guys from Kleiner Perkins, the number one VC firm in Silicon Valley interested. Because we were a gambling investment, which was unheard of, we had to give the demo to every partner at Kleiner Perkins, about 50 partners, and half of them are in medical or biotech. And so we had to sell it to a lot of people. And eventually they did invest If you go to Kleiner Perkins in your second round and if f they say no, then you're pretty much doomed because nobody will want to invest if KP says no. On the other hand, if they say yes, then everyone wants to join in. It reminded me of a scene from a Laurel and Hardy movie where they're all trying to get through the doorway at the same time. So it was amusing. We got the amount of investment needed to build the production model. But it is was an unusual experience to say no to some of the top VC firms. <br />
<br />
== The Nevada Gaming Control Board ==<br />
<br />
Our next challenge was to get approved by the Nevada Gaming Control Board. To sell a slot machine – a real gambling slot machine in Nevada, the corporation has to be licensed. To get this corporate license every executive or board member has to be investigated. Investigation by their standards means giving the Nevada Gaming Control Board $50,000 down payment on the investigation for each person that's going to be investigated. This investigation takes six months to a year. Every deal you were ever in gets unraveled. They want to keep out bad people. These investigations would take a very long time because our investors were all private. The Board explained to us that it would be a lot easier if we a publicly traded company. In their eyes, a public company was vetted by the investors on Wall Street. But it's hard to go public if you don’t have a product to sell, and you can't sell a product unless you're public, which allows you to get a license, et cetera. So we had to do a concept Initial Public Offering (IPO), which was a very interesting process. <br />
<br />
Normally, the standard way to fund a company is to get some investor money – private investor money – and you build a product and you start selling them, and once you have sales and you have earnings and profitability, then you can take a company public. But a concept IPO is one where you haven't actually shipped anything yet. You have a concept and that they'll give you millions of dollars for the team, the concept, the market, and the idea. We did one of the first concept IPOs.<br />
<br />
The Nevada Gaming Control board wanted all the partners at Kleiner Perkins to be investigated. I told them that it would be impossible. The Board replied, &quot;Well, Al, you don’t understand. Before you guys the main source of venture funding in Nevada was the Teamsters Central States pension fund.&quot; And I said, &quot;Well, Kleiner Perkins isn't like that and they're much nicer and if you lose a million dollars they don’t really mind so much.&quot; It was a real culture clash to have Silicon Valley meeting Las Vegas. We were considered these crazies from outer space? There are scoundrels in Silicon Valley, but they're a different kind. I said they're tough, but they're not like the Teamsters Central State pension fund. Before we did our public offering and had our final private investment round called the mezzanine round. We made it available to the casino owners in Las Vegas. We wanted them be part of the company. Our hope was that would give us the money, at a better price than what Sand Hill Road would offer, and at the same time we would have involved customers.<br />
<br />
For some bizarre reason the casino owners did not rush to take us up on the offer. But we got enough and we got our mezzanine round at a good price and then did the public offering, and then we got licensed. After we got our license we had to submit a prototype machine to the Nevada Gaming Control Board, which they had to go through meticulously, understand every bit of it – software, hardware, everything. And once they were convinced that it was a safe machine, an honest machine, then we got a conditional approval. We then put three machines on a trial run in the back of the Bally Grand Hotel.<br />
<br />
When we first talked to the Nevada Gaming Control Board, we asked what their understanding was of modern cryptography: public-key cryptography and RSA. They really weren't aware of it. They had no experienced with it. I remember asking, I said, &quot;Do you mean to tell me that the progressive slots that do million dollar jackpots – payouts – are based on single keys and keeping secrets?&quot; Their reply was, &quot;Yes”. We were going to change that. The Board was very supportive and enthusiastic. They had two techs who did understand C. C, not C++, but C! So we made a point of using C, not C++. We had to educate the Nevada Gaming Control Board on modern software architecture. We contracted RSA Corporation to give seminars in Nevada to the Nevada Gaming Control Board. <br />
<br />
We had to get the rules changed. In 1993, for security reasons, the existing slot machines, which had three reels spinning behind glass, were all microprocessor driven. Even though you see reels behind glass, the reels are just display mechanisms. The outcome is determined by the computer and the reels turn to show you what the thing is. It's not random in that sense. The rules required the program to be stored in a read only memory chip. I found that an odd way to promote security. But they felt that there was security in having the program sitting on a ROM chip. If anyone wins the big jackpot and there's any question about it, they'll take the ROM chip out of the machine and put it in a comparator to make sure it hasn't been changed. And that's how they verify integrity. But we wanted something much, much better. So we invented this system that was far superior. But we had to convince Nevada Gaming Control Board to change the law – to rewrite the regs to allow this. And that's what we succeeded in doing. <br />
<br />
The gaming industry in Nevada was very protective. They had used these regulatory laws to keep out new competitors, and we are pushing our way in. I recall a meeting in Carson City to announce the rule changes. The VP’s of engineering from all the different slot manufacturers around the world attended. We were also sitting in the audience. The gaming Board was explaining public-key cryptography the assembled engineers when an older engineer from one of the old-line slot companies gets up and he says, &quot;Hey, can we delay the introduction of the rules until we catch up?&quot; And the head of the Nevada Gaming Control Board said, &quot;Look, guys. Things improve, things change. Here's the new regs and here are the papers on RSA and how to do all this stuff.&quot; We were kind of smug; we had actually patented the whole process. <br />
<br />
The important difference in our new generation of electronic slot machines from the existing ones that were already using microprocessors was the graphic interface. The issue was one of virtual reels. On a three-reel slot machine with twenty spots on each reel, that's twenty to the third power of possibilities, which is 8,000 different outcomes. In other words the biggest jackpot is one in 8,000. With these odds, one cannot have a million dollar jackpot on a dollar machine. Instead, the machine actually had 50 stops for each reel in software. The software spun the reels with a random number generator that in turn produced the various spots, like a cherry, on the reels display. The physically reels spun as if they were random. With a 50 stop reel, the odds of winning are quite low, large payouts are possible, even though the physical reel you see have only 20 stops. We were essentially doing the same thing. We were spinning the reels in software and displaying, but we were using the cathode ray tube and beautiful graphics to do it.<br />
<br />
Talking to the people in the industry about the graphic interface was just amazing. I said, &quot;Why haven't you done this?&quot; &quot;Oh, well, back in the 80s and the late 70s we tried. We made video slots and they didn't work. So we concluded that video slots don't work.&quot; Well, in fact I was around when that happened. They even came to Atari and asked us to help but we declined and they did a terrible job. It was a horrible machine. So there was the attitude that “forget video slots, they can't work.” It was clear that there was no interest among the traditional slot manufacturers to do a video machine. But our machine was more than just a slot machine. It also played poker, Keno, blackjack, and any number of other games of chance. It was all in software. The player had the freedom to call up any of these different games. And our patented security system made it all tamper proof. <br />
<br />
When creating a new architecture, new kind of machine, for an existing industry, you're going to be measured by the old stuff. So we insisted that out slot machine have a handle on it. Oddly enough, the casino operators didn't want the slot machine handle any more. I told them, &quot;Your players love it. That's what they want.&quot; And they replied, &quot;No, if we don’t have the handle we can save two inches and we can pack more machines in.&quot; But we insisted on a handle. We wanted the user to have a physical interaction, and the players’ responses proved that they wanted it also. But the system would still could use a huge touch screen. For the card games, only the touch screen was needed. The handle was a retro thing - we wanted it to look like a slot machine, be identifiable as a slot machine, but be a lot more fun than a traditional slot machine. Entertainment was the idea.<br />
<br />
== Difference between prototype and production model ==<br />
<br />
To satisfy the Gaming Control Board and the operators, the production machine had to be completely reliable. It could not steal your quarter. It couldn’t just stop working. We used a real time operating system, on an off-the-shelf Intel motherboard. But we had to remove the flash ROM chip that came on the motherboard. The easiest way to cheat a machine is to bury something in flash inside ROM. Instead, we ran the operating system off a plug-in card on one of the PCI slots. Our machine had to survive all the standard attacks that the cheats can do to these machines.<br />
<br />
People will risk their lives to steal 25 cents from a slot machine! They'll risk going to prison! Through the years, there have been quite imaginative and colorful schemes to cheat the slot machines. In the old days with the mechanical slot machines there the old lady with the five-pound purse. There was a magnet inside the purse. And what they would do is they'd wait until they got a cherry on the first reel, and then put that thing up there and now run the machine, and they could actually use it to move the reels to get the winning outcome they wanted. Another scam was to throw sparks on the machine to give free plays. They would use an automotive ignition coil, which could produce quite an energetic spark. The cheater could almost kill himself in the process. Another scheme involved putting the coin on a string and making the mahine think you put in multiple coins. The other favorite one involved the hopper that paid out the coins for a win. It's a standard mechanism that spits the coins out under motor control. There is an optical sensor that counts every coin that goes by to ensure an exact payout. So what they will do is take a grain of wheat light bulb – this is before LEDs and – and put it on a twisted pair of solid wires and a battery and a switch. They would then feed it up the coin slot somehow and get it to over-load the photo detector , so instead of paying out two quarters it'll pay out three or four. It was an old trick. <br />
<br />
We built a file system using public-key cryptography. When any game module was loaded into the machine, the BIOS and R-loader in our real time operating system authenticated the signature. It would take that whole program, do a fingerprint on that, and authenticate it with the public-key technology. So even if one snuck in a GAFT – a cheated program – in there, it would never load unless it was signed by corporate at Silicon Gaming. <br />
<br />
We had a big SCSI connector right inside the machine door. One of the potential customers said, &quot;Well, there's a SCSI connector. Someone could just load anything in the machine.&quot; We had to explain, &quot;Sure, you can go put whatever you want in the machine. It just won't run. It'll never run.&quot; And they never thought of it that way. Instead of trying to keep the machine from being hermetically sealed, which we couldn't do, we turn it the other way. One of the key innovations in our machine was that a gambling game would not run unless it was validated. Every time the program loaded, it checked to make sure it was authentic. This innovation was the key element in the patents that we filed related to our new gaming product.<br />
<br />
== Showing Our Product at the Trade Show ==<br />
<br />
When Silicon Valley met Las Vegas, Nevada, it was a very unusual thing for the gaming industry. In Las Vegas they are all into secrets, not showing any of the secret technologies. Silicon Valley is wide open, usually, and people share their stuff. That's so hard for people outside of the Valley to understand. Our attitude was, well, I'm smarter than that and I could do something even better. Whereas other people say, &quot;I'll just steal that idea.&quot; <br />
<br />
We had a booth within nothing it but a sign that pointed to our suite, where we gave tours on how our machine worked. My job, as the VP of engineering, was to personally give tours of our machine to all our competing VPs of engineering. And they would ask incredulously, &quot;You're going to show it?&quot; My reply was, &quot;come on in. Here's how it works. What questions do you have?&quot; It was so weird for them because they felt like this can't happen like this. And it was almost arrogance on our part. We realized these guys didn't even know what to look for in our machines. We were the fair-haired boys with these magic toys. <br />
<br />
We had the unique idea of a networked Ethernet gaming machine. Las Vegas didn't have that. They just used a very simple polling RS-232 that kept track of who was playing the machine for merchandising purposes . We wanted to put a real Ethernet network on the casino floor to do real time communication between the host and our machines. The machines could be aware of each other. If machines in the same row were not being played their displays could be turned into video walls. These features and other features were completely foreign to the gaming machine industry. I remember talking to the guy who owned the company, perhaps the most forward-thinking networking company that did networks for the slot industry He was a young guy. &quot;Why would you want to do Ethernet out there?&quot;, asked. He just didn't understand. And so we explained it to him. We didn't even bother to patent the idea because it just seemed so obvious to all of us around here. Three months later he runs out and patents that very thing, and two years later tries to hit us with infringement on his patent. Unfortunately for him, he had signed a non-disclosure when he talked to us. I had done the demo for him. When the president heard about this lawsuit he asked me, &quot;Alcorn, did you get him to sign a non-disclosure? I hope so.” “Yes,&quot; I replied. And that ended the lawsuit. We were just gushing with these innovative Silicon Valley ideas but our open behavior was so non-standard in the gaming industry.<br />
<br />
== The Challenge from IGT ==<br />
<br />
Our enemy, or frenemy, was IGT in Reno, the biggest slot machine manufacturer. IGT posed biggest threat to our entry in Las Vegas. They could make it hard for you to get approved. We felt that we had to work with them. So we did a partnership with IGT. We even tried to get the chairman of their board to be on our board. IGT became one our second round investors, which gave them insight into what we were doing,. But we didn’t care that they knew. We did not think that we would be to take advantage from what they saw. IGT’s chairman made a videotape in which he stated that our stuff was the future of the business, which helped us get our public offering through.<br />
<br />
The value proposition that we pitched to the casinos, which we thought was great, was our Achilles tendon. Slot machines account for the bulk of the revenue on the casinos. We claimed that our machine could get ten percent better earnings, a quarter million dollars a year per machine. The machines that IGT was selling at the time, old fashioned spinning reels behind glass, were about $5,000 apiece. They lasted a minimum of five years, maybe ten years. But let's just say five years. If we could sell a machine for $15,000, but it made 5 or 10% more it would easily justify the increased initial cost. All the investors thought so. But in reality the way it works in these big casinos is that they buy new slot machines from a separate budget that was fixed. The casino’s purchasing logic was to maximize the budget (get the most machines) and not the total return on investment. And if they bought from IGT they put more machines on the floor. <br />
<br />
To sell the machines, IGT would put twenty new machines on the floor of a casino in a group for three months, at no cost to the casino and they get to keep all the money. Well, the funny part is that during that three-month time period those machines would earn twice as much money as it took to buy them. What casino would say, “we don’t want them”. It was an odd way of doing business. The numbers are so staggering and they don’t make rational business decisions. So that was an interesting and big surprise to us. We would explain that each of our machines would earn more money. The casino operators replied. &quot;Yeah, but in my casino you're not increasing a net revenue. You're just stealing revenue from those other machines on my floor.&quot; And we said, &quot;Well, yeah. Fill your casino full of our machines and you'll steal revenue from this casino down the street.&quot; The problem was that they did want to buy all those new machines. <br />
<br />
On the opening day of the New York-New York Casino the slot operations guy – a big, high-level guy – lost the master key to all the slot machines, the physical key! He was fired on the spot, his career was ruined, and they had to change all the keys on all the machines. And to me it's kind of sad because you're telling me that security depends on keeping a key secret? That's ridiculous. But that's the way it was. They're that paranoid. So that's one of the reasons. It's not a fun business because there's so much money that it breeds a lot of paranoia.<br />
<br />
Then we had some corporate problems of our own. There were some decisions made about how to run a company and how to grow a company.. Being a guy who did startups and new companies and new products, I felt that when you're doing something new you have to feel your way into the market and listen and learn quickly. There are going to be plenty of mistakes and the company must be able to recover quickly and evolve the product. It's like making waffles. You throw the first one away. The president did not share my views. He was more from an old line type of business where you just tooled the machines up and spent all the money on refining the product. I have to say that I'm not sure that we came up with exactly the right content that would produce a killer product on the first product.<br />
<br />
As it turned out, the winning machine at that time was a machine called Wheel of Gold. It had a big six-wheel on top of a slot machine and was made by Anchor Gaming. It’s hard to know what the players want. You have to build a machine and get it licensed to prove out your machine,. So it's tough. The engineers who design electronic games of chance for a casino are not the same people who design the video games for the consumer who play games at home. It's a different mindset. Today it's starting to meld because now we got a lot of gambling being done on the internet and on handheld devices. So that's starting to kind of get blurred. But in casinos at the time it was different world. <br />
<br />
== Fate of the Company ==<br />
<br />
Eventually our company went under and the remains were purchased by IGT basically for the patents. We changed the storage medium from a half a megabyte ROM chip to a terabyte hard disk. Because of our cryptographic security we could show that the hard disk could actually safer, more secure, than a ROM chip. One could tamper with the hard disk all you wanted and it didn’t matter. It would just never load in the machine and play. Because these were fundamental patents, IGT uses them today to police the market. <br />
<br />
The Nevada Gaming Commission thought it cool that, because of our security measures, one could, for administrative and regulatory purposes, you could connect to these machines through the internet if we put them on the internet. But we knew that this was a very dangerous idea since it would open our machines to many attackers. <br />
<br />
== From a Better Gaming Machine to a Better Voting Machine ==<br />
<br />
I always thought that there could have been other applications beyond their use inside casinos. My most perverse idea, it would make a great voting machine. Far more secure than the voting machines that are out there, and you could put advertising on it, and if you voted for the right guy it could spit money out! I mean how good could it be! But seriously, after the debacle with the Florida chads I got seriously interested in electronic voting machines. I got annoyed when people argued, “use electronic machines to act as voting terminals and that way it'll stop all the errors.&quot; That's crazy. A pencil and paper ballots are the best and it's insane to think otherwise. <br />
<br />
I went around giving talks about this because I think I know quite a bit, in a technical sense, about making a public kiosk. A slot machine is a kiosk – electronic kiosk for the public to interface with, as is a voting machine. And we had far better security thanks to the Nevada Gaming Control Board regulations. Why shouldn’t a company that makes a voting machine have to be vetted first for corruption? Why shouldn't the machine be inspected? How dare they say, &quot;Oh, I've copyrighted my software. You can't see it.&quot; And Nevada Gaming Control Board inspects all aspects of a machine and respects your privacy. We will look at it but we're not going to share it with anybody else. And why can't other people do that and inspect voting machines and then try them out on the public to see if it works before – as a trial before you actually commission it?<br />
<br />
== Additional First-Hand Histories from this Author ==<br />
<br />
[[First-Hand:My Development as an Engineer in the Years Before Atari|My Development as an Engineer in the Years Before Atari]]<br />
<br />
[[First-Hand:The Development of Pong: Early Days of Atari and the Video Game Industry|The Development of Pong: Early Days of Atari and the Video Game Industry]]<br />
<br />
[[First-Hand:Video Game and Computer Technology Interaction|Video Game and Computer Technology Interaction]]<br />
<br />
[[Category:Culture_and_society|{{PAGENAME}}]]<br />
[[Category:Leisure|{{PAGENAME}}]]<br />
[[Category:Games|{{PAGENAME}}]]</div>Administrator2http://ethw.org/w/index.php?title=Education:The_Space_Race_and_Satellite_Technology&diff=87574Education:The Space Race and Satellite Technology2013-05-09T13:56:38Z<p>Administrator2: </p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
9-12 World History/US History <br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
1 class period <br />
<br />
=== NJCCCS ===<br />
<br />
6.2.12.C.4.d <br />
<br />
6.2.12.A.5.a <br />
<br />
6.2.12.B.5.a <br />
<br />
6.2.12.B.5.b <br />
<br />
6.2.12.C.5.b <br />
<br />
6.2.12.C.5.c <br />
<br />
6.2.12.D.5.c <br />
<br />
6.2.12.D.6.a <br />
<br />
=== Common Core State Standards ===<br />
<br />
Grades 9-10 Key Ideas and Details RH.9-10.2. Determine a central idea or information of a primary source or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. <br />
<br />
RH.9-10.3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. <br />
<br />
Integration of Knowledge and Ideas RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources. <br />
<br />
&lt;br&gt; <br />
<br />
=== Materials ===<br />
<br />
Whiteboard, projector, PowerPoint, copies of readings, videos <br />
<br />
=== Anticipatory Set ===<br />
<br />
1) Discussion of the Cold War in the context of the space race and satellite technology. <br />
<br />
2) Short teacher-generated PowerPoint on the evolution of telecommunications, from early forms like smoke signals to the internet and satellite technology. <br />
<br />
&lt;br&gt; <br />
<br />
=== Procedures ===<br />
<br />
1) Students will read about the space race from History.com. <br />
<br />
2) Students will fill in a timeline marking the evolution of telecommunications. <br />
<br />
3) Students will read select portions of the Telecommunications Act of 1996. <br />
<br />
4) Teacher will lead a class discussion on the consequences of the Telecommunications of 1996. <br />
<br />
5) Teacher will lead a class discussion on the possible democratizing impact of satellite radio on the communications industry. <br />
<br />
&lt;br&gt; <br />
<br />
=== Accommodations ===<br />
<br />
1) gMain ideas and supporting details of reading will be highlighted <br />
<br />
2) Varied methods of lesson plan to accommodate different learning abilities. <br />
<br />
3) Small group interaction <br />
<br />
&lt;br&gt; <br />
<br />
=== Assessment ===<br />
<br />
Students will break into groups in order to debate the impact of satellite radio on citizen communication and news dissemination. <br />
<br />
Open-ended question: What role does satellite radio have in the following areas: communication, news, terrestrial radio, citizenship? <br />
<br />
=== Integration ===<br />
<br />
1) Literacy skills will be applied throughout the lesson. <br />
<br />
2) Computer skills will be applied. <br />
<br />
3) Artistic and graphic aspects of the lesson will be applied <br />
<br />
4) Oral and debate skills will be emphasized. <br />
<br />
=== Closure ===<br />
<br />
1) Students will create a Venn diagram comparing the terrestrial radio with satellite radio. <br />
<br />
2) Teacher will point out that the two original satellite radio companies, Sirius and XM, have merged. We will have a short class discussion on how this alters what they have learned. <br />
<br />
=== Resources ===<br />
<br />
http://www.history.com/topics/space-race <br />
<br />
http://www.youtube.com/watch?v=ouRbkBAOGEw <br />
<br />
http://www.ntia.doc.gov/legacy/otiahome/top/publicationmedia/newsltr/telcom_act.htm <br />
<br />
Submitted by: Neal Ziskind<br />
<br />
[[Category:Communications|{{PAGENAME}}]]<br />
[[Category:20th_Century_(CE)|{{PAGENAME}}]]</div>Administrator2http://ethw.org/w/index.php?title=Education:The_Space_Race_and_Satellite_Technology&diff=87573Education:The Space Race and Satellite Technology2013-05-09T13:55:18Z<p>Administrator2: </p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
9-12 World History/US History<br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
1 class period<br />
<br />
=== NJCCCS ===<br />
<br />
6.2.12.C.4.d <br />
<br />
6.2.12.A.5.a <br />
<br />
6.2.12.B.5.a <br />
<br />
6.2.12.B.5.b <br />
<br />
6.2.12.C.5.b <br />
<br />
6.2.12.C.5.c <br />
<br />
6.2.12.D.5.c <br />
<br />
6.2.12.D.6.a<br />
<br />
=== Common Core State Standards ===<br />
<br />
Grades 9-10 <br />
Key Ideas and Details<br />
RH.9-10.2.<br />
Determine a central idea or information of a primary source or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.<br />
<br />
RH.9-10.3.<br />
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.<br />
<br />
Integration of Knowledge and Ideas<br />
RH.9-10.9.<br />
Compare and contrast treatments of the same topic in several primary and secondary sources.<br />
<br />
<br />
=== Materials ===<br />
<br />
Whiteboard, projector, PowerPoint, copies of readings, videos<br />
<br />
=== Anticipatory Set ===<br />
<br />
1) Discussion of the Cold War in the context of the space race and satellite technology.<br />
<br />
2) Short teacher-generated PowerPoint on the evolution of telecommunications, from early forms like smoke signals to the internet and satellite technology. <br />
<br />
<br />
=== Procedures ===<br />
<br />
1) Students will read about the space race from History.com.<br />
<br />
2) Students will fill in a timeline marking the evolution of telecommunications.<br />
<br />
3) Students will read select portions of the Telecommunications Act of 1996. <br />
<br />
4) Teacher will lead a class discussion on the consequences of the Telecommunications of 1996.<br />
<br />
5) Teacher will lead a class discussion on the possible democratizing impact of satellite radio on the communications industry. <br />
<br />
<br />
=== Accommodations ===<br />
<br />
1) gMain ideas and supporting details of reading will be highlighted<br />
<br />
2) Varied methods of lesson plan to accommodate different learning abilities. <br />
<br />
3) Small group interaction <br />
<br />
<br />
=== Assessment ===<br />
<br />
Students will break into groups in order to debate the impact of satellite radio on citizen communication and news dissemination.<br />
<br />
Open-ended question: What role does satellite radio have in the following areas: communication, news, terrestrial radio, citizenship?<br />
<br />
=== Integration ===<br />
<br />
1) Literacy skills will be applied throughout the lesson.<br />
<br />
2) Computer skills will be applied.<br />
<br />
3) Artistic and graphic aspects of the lesson will be applied<br />
<br />
4) Oral and debate skills will be emphasized.<br />
<br />
=== Closure ===<br />
<br />
1) Students will create a Venn diagram comparing the terrestrial radio with satellite radio.<br />
<br />
2) Teacher will point out that the two original satellite radio companies, Sirius and XM, have merged. We will have a short class discussion on how this alters what they have learned.<br />
<br />
=== Resources ===<br />
<br />
http://www.history.com/topics/space-race<br />
<br />
http://www.youtube.com/watch?v=ouRbkBAOGEw<br />
<br />
http://www.ntia.doc.gov/legacy/otiahome/top/publicationmedia/newsltr/telcom_act.htm<br />
<br />
Submitted by:<br />
Neal Ziskind</div>Administrator2http://ethw.org/w/index.php?title=Education:Technology_Of_Their_Times_-_A_Comparative_of_Innovators&diff=87572Education:Technology Of Their Times - A Comparative of Innovators2013-05-09T13:54:22Z<p>Administrator2: </p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
Grade 9/U.S. History I <br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
2 Days/Class Blocks <br />
<br />
=== NJCCCS ===<br />
<br />
6.1.12.D.6.a Assess the impact of technological innovation and immigration on the development of agriculture, industry, and urban culture during the late 19th century in New Jersey (i.e., Paterson Silk Strike 1913) and the United States. <br />
<br />
6.1.12.C.8.b Relate social, cultural, and technological changes in the interwar period to the rise of a consumer economy and the changing role and status of women. <br />
<br />
6.1.12.C.16.a Evaluate the economic, political, and social impact of new and emerging technologies on individuals and nations. <br />
<br />
6.1.12.C.16.b Predict the impact of technology on the global workforce and on entrepreneurship. <br />
<br />
&lt;br&gt; <br />
<br />
=== Common Core State Standards ===<br />
<br />
RH.9-10.1. - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. <br />
<br />
RH.9-10.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. <br />
<br />
RH.9-10.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science. <br />
<br />
RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources. <br />
<br />
=== Materials ===<br />
<br />
Project Description Worksheet (includes requirements and assessment), Computers, Research Guides, Electronic Resources (databases), Relevant Books, Teacher Website (moodle page). <br />
<br />
=== Anticipatory Set ===<br />
<br />
1. Students will have completed preliminary research relating to research methods to gain an understanding of the research process. <br />
<br />
2. As a class, we performed a brief web quest dealing with navigation strategies to understand and identify thorough evaluation. <br />
<br />
3. The instructor has formatively assessed student performance to see whether or not to proceed. <br />
<br />
=== Procedures ===<br />
<br />
1. The instructor will welcome and take attendance of the class. <br />
<br />
2. The instructor will have a “do now” question regarding the influence of technology on their lives by listing the various ways it lends its impact. <br />
<br />
3. After a discussion of the do now, the students will receive their project description sheets and will review them with the instructor. The instructor will discuss all expectations with the students including the methodology and assessment. <br />
<br />
4. Since preliminary research has already been completed, the students will have to choose two technological innovators (one historical from the curricular years of study and one contemporary). <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. Example: Thomas Edison vs. Steve Jobs <br />
<br />
5. As apart of their requirements, the students will complete a set of focus questions regarding the lives and work of each figure. The focus questions will focus on personal background, early life, education, making their mark, life’s work and influence, societal improvements(political, socially and economically). <br />
<br />
6. After completing a set of focus questions for each innovator, the students will then complete a set of comparative questions, which will help gain an understanding of each innovator and their impact from their respective time periods. <br />
<br />
7. After answering all sets of questions, the students will then have a variety of options for presenting their responses.&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a Students will be able to present their findings via Microsoft Power Point, which will include an aesthetically pleasing background and relevant images. <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; b. Students will be able to present their findings via post on the teacher’s moodle site. However, students choosing this method should respond in essay format. <br />
<br />
8. The instructor will gather and assess all projects, and share using his moodle site. <br />
<br />
=== Accommodations ===<br />
<br />
Depending on the class and various learning styles, this project has been modified to meet the needs of the various learners. This project includes instructional methods, such as direct instruction, technology-based and two options for presentation accommodating students who excel with written responses (essay) and those with oral responses (power point). <br />
<br />
=== Assessment ===<br />
<br />
1. Formative Assessment- Students will be assessed during the process of research and construction of their method of presentation. <br />
<br />
2. Summative Assessment- Students will be assessed on the performance of their project using a 45 to 50 point (could be modified) rubric. <br />
<br />
=== Integration ===<br />
<br />
This project will satisfy a portion of the departments “research project” requirements. More research assignments will be assigned for different units. This project is apart of a research portfolio, which is non-traditional but does meet department requirements. <br />
<br />
=== Closure ===<br />
<br />
1. The students will complete a brief self-reflection by answering the question: <br />
<br />
2. “Why did you particularly choose these two innovators to research and compare?” <br />
<br />
=== Resources ===<br />
<br />
American History Online- http://americanhistory.abc-clio.com <br />
<br />
Ebscohost (History and Biography)- http://web.ebscohost.com <br />
<br />
Facts On File- http://online.infobaselearning.com/HistoryDatabaseSearch.aspx <br />
<br />
Proquest Historical NY Times- http://hn.bigchalk.com/hnweb/hn/do/search <br />
<br />
Submitted by: Jared Warren Special Education/History Teacher Hunterdon Central Regional High School<br />
<br />
[[Category:19th_Century_(CE)|{{PAGENAME}}]]<br />
[[Category:20th_Century_(CE)|{{PAGENAME}}]]<br />
[[Category:Inventors|{{PAGENAME}}]]</div>Administrator2http://ethw.org/w/index.php?title=Education:People%E2%80%99s_Choice_Awards_-Telecommunications_Inventors&diff=87570Education:People’s Choice Awards -Telecommunications Inventors2013-05-09T13:51:30Z<p>Administrator2: </p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
9-12 <br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
2-3 Days <br />
<br />
=== NJCCCS ===<br />
<br />
6.2.12.B.3.b <br />
<br />
6.2.12.C.3.b <br />
<br />
6.2.12.C.3.d <br />
<br />
=== Common Core State Standards ===<br />
<br />
RH.11-12.2. Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and idea <br />
<br />
RH.11-12.3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain. <br />
<br />
RH.11-12.7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem. <br />
<br />
RH.11-12.9. Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources <br />
<br />
&lt;br&gt; <br />
<br />
=== Materials ===<br />
<br />
1. Computers 2. Powerpoint 3. Fact Sheets (if not using computer lab) <br />
<br />
&lt;br&gt; <br />
<br />
=== Anticipatory Set ===<br />
<br />
Ask students think about how inventions/innovation in telecommunications impact the way we interact with each other today. Poll students and see how many of them have cell phones, text message, utilize email/internet. Have students think about the role of these methods of communication in their lives. <br />
<br />
=== Procedures ===<br />
<br />
1. Think/Pair/Share: How do current advances in telecommunications impact distance decay between people or groups of people? Where did these innovations begin? Have students write down the progression of an innovation they use today and have them share with a partner and the class. <br />
<br />
2. Split class into groups, assign them one telecommunications inventor from the late 19th, early 20th century to look at together. Give students fact sheets about the inventors or allow them access to a computer/computer lab in order to create a presentation about their inventor. The presentation should include their background, what they created, how they created it, and its significance. Give directions for People’s Choice Awards activity and let students know which awards they may be nominated for (most creative/original idea, most impact on their time period, most impact on today, most perseverance, supporting roles, etc) to help them prepare a more persuasive presentation. Students must incorporate images of the invention into their presentation in order to discuss how the telecommunication invention works. <br />
<br />
3. Students present to class. At the end of presentations, individual students submit their nominations for each award based upon the presentations about each inventor. <br />
<br />
4. In between lessons, tally up votes to let students know at the beginning of the following lesson the 4 inventors nominated for each award. <br />
<br />
5. Extension: Students write acceptance speeches explaining why they have won the award. (Must prepare a speech for each nomination in case they win). <br />
<br />
6. Moderate awards ceremony, but have students present the awards to groups. If the extension assignment is done, have students read their acceptance speeches to the class. <br />
<br />
7. For homework, have students spend one day without telecommunications (no cell phone, internet, ipad, etc). Students should complete a reflection on how their day was impacted by not having these devices, and how 2 inventors discussed in class have impacted the way they communicate today (i.e. without the phone, there would be no cell phone). <br />
<br />
&lt;br&gt; <br />
<br />
=== Accommodations ===<br />
<br />
1. Readings can be scaffolded to meet the needs of varying ability levels. <br />
<br />
2. If students struggle with independent research, teacher can provide a framework for sites to explore. Students may also need more assistance creating Powerpoint presentations. <br />
<br />
3. If students are older or G&amp;amp;T, have students complete the extension assignment. <br />
<br />
4. Reflection paper can be adapted by changing length and requirements to fit the needs/skills of students. <br />
<br />
&lt;br&gt; <br />
<br />
=== Assessment ===<br />
<br />
Students will be assessed on their presentations, contribution to their group, and participation in the class award show. Students will also be assessed on their reflection papers on the impact of telecommunications. <br />
<br />
=== Integration ===<br />
<br />
=== Closure ===<br />
<br />
Work assignment on use of telecommunications devices in everyday life. <br />
<br />
=== Resources ===<br />
<br />
Submitted by Lisa Rocco- Social Studies Teacher- Randolph High School<br />
<br />
[[Category:Communications|{{PAGENAME}}]]<br />
[[Category:19th_Century_(CE)|{{PAGENAME}}]]<br />
[[Category:20th_Century_(CE)|{{PAGENAME}}]]</div>Administrator2http://ethw.org/w/index.php?title=Education:Telecommunication,_the_Civil_War_and_War_of_21st_Century&diff=87569Education:Telecommunication, the Civil War and War of 21st Century2013-05-09T13:49:37Z<p>Administrator2: </p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
Social Studies 9th 11th, 12th, Special Education <br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
Approximately five class sessions <br />
<br />
=== NJCCCS ===<br />
<br />
6.2.8.C.1.b <br />
<br />
=== Common Core State Standards ===<br />
<br />
RL 9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. <br />
<br />
RL. 9-10.10. By the end of grade 9, read and comprehend literary nonfiction in the grade 9 text complexity band proficiency, with scaffolding as needed at the high end of the range. <br />
<br />
&lt;br&gt; <br />
<br />
=== Materials ===<br />
<br />
Computer with internet access, overhead projector, copies of KWL chart <br />
<br />
&lt;br&gt; <br />
<br />
=== Anticipatory Set ===<br />
<br />
1. Students will be given a copy of the KWL chart – a copy will be placed on the overhead projector. Students will be asked to list all that they know about the Civil War and put these things in the “K” column. The procedure will be demonstrated to the students by the instructor. The teacher will ask the students how the military communicated during the Civil War, and students will be instructed to write these things under the ‘W’ column. <br />
<br />
After students read the non-fictional document/s on the Civil War, teacher will instruct the students to complete the ‘L’ column on the KWL chart showing what they have learned as a result of reading the non-fictional document/s. on communication during the Civil War. Teacher will place the KWL chart on the overhead again and fill in the missing information as the students feeds it to the teacher. <br />
<br />
2. Teacher will do guided reading on the History of Communication during the Civil War. Teacher will tell students how the military communicated during the Civil War, such a telegraph, newspaper and photography <br />
<br />
3. Students will view the video Communication during the Civil War. <br />
<br />
&lt;br&gt; <br />
<br />
=== Procedures ===<br />
<br />
1. Readings and questions: Use of differing reading levels will allow the teacher to differentiate within the class. Make use of various reading strategies such as: Shared Reading, Jig-Saw Reading and teacher read ‘out loud.’ <br />
<br />
2. Students will be divided into small groups. a. Group for the past – Students will research communication during the Civil War. b. Group for the present – Students will research communication during the War in the Middle East (Iraq) <br />
<br />
3. Students will present past and present history of communication they may use posters, charts, and video clips to demonstrate. <br />
<br />
=== Accommodations ===<br />
<br />
1. Grade level rubrics will be used <br />
<br />
2. Reading level materials <br />
<br />
3. Assignments for the presentation <br />
<br />
4. Modification - rubric <br />
<br />
&lt;br&gt; <br />
<br />
=== Assessment ===<br />
<br />
1. Students will participate in class discussions <br />
<br />
2. Students will complete a research paper <br />
<br />
3. Students will participate in a presentation to the class <br />
<br />
&lt;br&gt; <br />
<br />
=== Integration ===<br />
<br />
1. Students will use literacy skills throughout the lesson. <br />
<br />
2. Language arts writing task will be incorporated into class discussion review question after presentation. <br />
<br />
&lt;br&gt; <br />
<br />
=== Closure ===<br />
<br />
1. Students will use white boards to answer trivia questions after presentations. <br />
<br />
2.Which of the communication inventions during the Civil War are now obsolete? What replaced it? <br />
<br />
3. Writing Task: Describe how the telegraph, photography or newspaper moved messages during the Civil War? ( two paragraphs) <br />
<br />
Whole group: Use Venn diagram compare &amp;amp; contrast past/present communication of Civil War and Middle East War/s <br />
<br />
&lt;br&gt; <br />
<br />
=== Resources ===<br />
<br />
http://www.lessonplanspage.com/sslaindepthcivilwraplan5-htm/ <br />
<br />
http://www.smplanet.com/civilwar/civilwar.html <br />
<br />
http://www.kidport.com/reflib/usahistory/civilwar/communication.htm <br />
<br />
http://www.pbs.org/opb/historydetectives/feature/civil-war-innovations/ <br />
<br />
http://www.youtube.com/watch?v=VmVtyoNeR7k <br />
<br />
Who had better ways of communication during the civil war? The union had better communication. We had the telegraph that Lincoln frequently used. Also we had trains that were amazing communication between the west and east of the United States <br />
<br />
&lt;br&gt; What forms of communication were there during the civil war They used pictures to show what was happening and also they made painting. They also had some forms of transportation that they used just for communication. <br />
<br />
Submitted by: G. Cook<br />
<br />
[[Category:Telegraphy|{{PAGENAME}}]]<br />
[[Category:Telephony|{{PAGENAME}}]]<br />
[[Category:19th_Century_(CE)|{{PAGENAME}}]]<br />
[[Category:20th_Century_(CE)|{{PAGENAME}}]]</div>Administrator2http://ethw.org/w/index.php?title=Education:Rise_of_Telecommunications:_Societal_impact_in_the_19th_Century_vs._Societal_impact_in_the_21st_Century&diff=87568Education:Rise of Telecommunications: Societal impact in the 19th Century vs. Societal impact in the 21st Century2013-05-09T13:48:15Z<p>Administrator2: </p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
10th/11th – U.S. History <br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
Two 80 minute blocks or four 40 minute classes <br />
<br />
=== NJCCCS ===<br />
<br />
6.1.12.D.5.a <br />
<br />
6.1.12.D.6.a <br />
<br />
6.1.12.A.1 <br />
<br />
6.a 6.1.12.C.1 <br />
<br />
6.a <br />
<br />
=== Common Core State Standards ===<br />
<br />
RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources. <br />
<br />
RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. <br />
<br />
&lt;br&gt; <br />
<br />
=== Materials ===<br />
<br />
1. Computer with projector and screen 2. Internet access/PowerPoint (computer lab) 3. Chart paper/markers <br />
<br />
&lt;br&gt; <br />
<br />
=== Anticipatory Set ===<br />
<br />
Have students answer this question for homework prior to the lesson: What changes in communication technology have occurred between the end of the 19th century and present day? <br />
<br />
=== Procedures ===<br />
<br />
1. Do Now: Have students work in small groups and discuss the answers they came up with for their homework question. <br />
<br />
2. Have each group make a chart listing communication technology at the end of the 19th century and communication technology in present day and then share their answers as part of a class discussion. As part of the class discussion, the students will come to a class consensus list of 19th and 21st century communication technology to be used by each group going forward in the lesson. <br />
<br />
3. After discussing the student answers, the students will continue to work in their groups and evaluate the economic, political, and social impact of both their 19th century communication technology list and their 21st century communication technology list on both individuals and nations. Students should have access to the internet to research answers as necessary, and the availability of PowerPoint or some other presentation program to create a presentation of their information. <br />
<br />
4. Upon completion of their created presentations, each group will present their presentations to the class. <br />
<br />
5. Upon completion of their presentations, students will view the YouTube video Media Studies: History of Media http://www.youtube.com/watch?v=Vm5Zgkwnp_g&amp;amp;feature=related, and then be given the following individual assignment: Use any technology you choose to present the answer to the following question: What 3 significant changes in communication technology do you anticipate occurring in the next 25 years, and what economic, political, and social impact will these technological changes have on both individuals and nations? <br />
<br />
&lt;br&gt; <br />
<br />
=== Accommodations ===<br />
<br />
1. Special attention to grouping of special needs students. 2. Those needing extended time to complete work will be accommodated. <br />
<br />
&lt;br&gt; <br />
<br />
=== Assessment ===<br />
<br />
1. Student created (group) presentations evaluating the economic, political, and social impact of both their 19th century communication technology list and their 21st century communication technology list on both individuals and nations. You must use a minimum of 2 primary or secondary sources to support your answers and provide proper work citations. <br />
<br />
2. Student created (individual) presentations evaluating the economic, political, and social impact of their anticipated changes in communication technology over the next 25 years on both individuals and nations. <br />
<br />
&lt;br&gt; <br />
<br />
=== Integration ===<br />
<br />
Science/Language Arts/Technology <br />
<br />
=== Closure ===<br />
<br />
Explaining the homework (assessment/evaluation) will be the closing of the lesson. <br />
<br />
=== Resources ===<br />
<br />
http://www.youtube.com/watch?v=Vm5Zgkwnp_g&amp;amp;feature=related <br />
<br />
Submitted by: Thomas Glen, Social Studies, Arts High School<br />
<br />
[[Category:Communications|{{PAGENAME}}]]<br />
[[Category:19th_Century_(CE)|{{PAGENAME}}]]<br />
[[Category:20th_Century_(CE)|{{PAGENAME}}]]</div>Administrator2http://ethw.org/w/index.php?title=Education:Rise_of_Telecommunications:_Societal_impact_in_the_19th_Century_vs._Societal_impact_in_the_21st_Century&diff=87567Education:Rise of Telecommunications: Societal impact in the 19th Century vs. Societal impact in the 21st Century2013-05-09T13:47:28Z<p>Administrator2: </p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
10th/11th – U.S. History<br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
Two 80 minute blocks or four 40 minute classes<br />
<br />
=== NJCCCS ===<br />
<br />
6.1.12.D.5.a <br />
<br />
6.1.12.D.6.a <br />
<br />
6.1.12.A.1<br />
<br />
6.a 6.1.12.C.1<br />
<br />
6.a<br />
<br />
=== Common Core State Standards ===<br />
<br />
RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources.<br />
<br />
RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.<br />
<br />
<br />
=== Materials ===<br />
<br />
1. Computer with projector and screen<br />
2. Internet access/PowerPoint (computer lab)<br />
3. Chart paper/markers<br />
<br />
<br />
=== Anticipatory Set ===<br />
<br />
Have students answer this question for homework prior to the lesson: What changes in communication technology have occurred between the end of the 19th century and present day?<br />
<br />
=== Procedures ===<br />
<br />
1. Do Now: Have students work in small groups and discuss the answers they came up with for their homework question.<br />
<br />
2. Have each group make a chart listing communication technology at the end of the 19th century and communication technology in present day and then share their answers as part of a class discussion. As part of the class discussion, the students will come to a class consensus list of 19th and 21st century communication technology to be used by each group going forward in the lesson.<br />
<br />
3. After discussing the student answers, the students will continue to work in their groups and evaluate the economic, political, and social impact of both their 19th century communication technology list and their 21st century communication technology list on both individuals and nations. Students should have access to the internet to research answers as necessary, and the availability of PowerPoint or some other presentation program to create a presentation of their information.<br />
<br />
4. Upon completion of their created presentations, each group will present their presentations to the class.<br />
<br />
5. Upon completion of their presentations, students will view the YouTube video Media Studies: History of Media http://www.youtube.com/watch?v=Vm5Zgkwnp_g&amp;feature=related, and then be given the following individual assignment: Use any technology you choose to present the answer to the following question: What 3 significant changes in communication technology do you anticipate occurring in the next 25 years, and what economic, political, and social impact will these technological changes have on both individuals and nations?<br />
<br />
<br />
=== Accommodations ===<br />
<br />
1. Special attention to grouping of special needs students.<br />
2. Those needing extended time to complete work will be accommodated.<br />
<br />
<br />
=== Assessment ===<br />
<br />
1. Student created (group) presentations evaluating the economic, political, and social impact of both their 19th century communication technology list and their 21st century communication technology list on both individuals and nations. You must use a minimum of 2 primary or secondary sources to support your answers and provide proper work citations. <br />
<br />
2. Student created (individual) presentations evaluating the economic, political, and social impact of their anticipated changes in communication technology over the next 25 years on both individuals and nations.<br />
<br />
<br />
=== Integration ===<br />
<br />
Science/Language Arts/Technology<br />
<br />
=== Closure ===<br />
<br />
Explaining the homework (assessment/evaluation) will be the closing of the lesson. <br />
<br />
=== Resources ===<br />
<br />
http://www.youtube.com/watch?v=Vm5Zgkwnp_g&amp;feature=related<br />
<br />
Submitted by: Thomas Glen, Social Studies, Arts High School</div>Administrator2http://ethw.org/w/index.php?title=Education:A_Newspaper_in_time_-_an_Abolitionist_Account&diff=87566Education:A Newspaper in time - an Abolitionist Account2013-05-09T13:46:23Z<p>Administrator2: </p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
9-11th grade <br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
Three block periods <br />
<br />
=== NJCCCS ===<br />
<br />
6.1.12.A.3.h <br />
<br />
6.2.12.D.1.b <br />
<br />
6.3.12.A.2 <br />
<br />
6.1.12.A.3.f <br />
<br />
6.1.12.A. <br />
<br />
6.b 8.1.12.A.2 <br />
<br />
=== Common Core State Standards ===<br />
<br />
WHST.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. <br />
<br />
WHST.9-10.1b Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. <br />
<br />
WHST.9-10.1d Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. <br />
<br />
WHST.9-10.1e Provide a concluding statement or section that follows from or supports the argument presented. <br />
<br />
WHST.9-10.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. <br />
<br />
WHST.9-10.2a Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. <br />
<br />
WHST.9-10.2b Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. <br />
<br />
WHST.9-10.2c Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. <br />
<br />
WHST.9-10.2d Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. <br />
<br />
WHST.9-10.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. <br />
<br />
WHST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. <br />
<br />
WHST.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. <br />
<br />
WHST.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. <br />
<br />
&lt;br&gt; <br />
<br />
=== Materials ===<br />
<br />
MS Publisher, texts on abolitionists, copies of abolitionist newspapers, directions (see below), current newspapers <br />
<br />
=== Anticipatory Set ===<br />
<br />
1. Discuss with students the way communication spread in the United States in the 1800s <br />
<br />
2. Teach students the functions of MS publisher <br />
<br />
&lt;br&gt; <br />
<br />
=== Procedures ===<br />
<br />
1. Have students read a current newspaper and discuss the layout of the paper <br />
<br />
2. Discuss with students the abolitionist movement pre Civil War <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. Why were they important for the end of slavery <br />
<br />
3. Have students read about Frederick Douglass, William Lloyd Garrison and other abolitionists <br />
<br />
4. Discuss how communication is done in the modern world (cell phones, email, etc.) <br />
<br />
5. Ask students how communication was spread in the 1800s without the internet a. Discuss difficulties b. How those issues were overcame <br />
<br />
6. Students then will create a newspaper on MS Publisher through the lens of an abolitionist <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. Students can imagine they are writing from NJ to readers in the South <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; i. Students must select a location in the South <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; ii. Research how that town in the south feels about Slavery <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; b. Students must put era-appropriate images on the Newspaper <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; c. Students are writing about why slavery is evil, immoral and anti-American <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; i. This should be at least 4-5 paragraphs convincing them to relinquish slavery <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; d. Students then do a peer edit on each other’s papers <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; e. Students then print out their newspapers for a presentation and to display <br />
<br />
=== Accommodations ===<br />
<br />
Tap into the students prior knowledge pertaining to, slavery, the Civil War and Newspapers. <br />
<br />
For students who are kinesthetic and visual, they will be able to hold a newspaper and observe the layout of a newspaper. <br />
<br />
For ESL students, provide a Spanish newspaper so they can relate to the concept of creating a paper and have them work with a partner on creating the newspaper project <br />
<br />
The teacher can model for the students what a finished product looks like to help clarify concerns or questions. <br />
<br />
If students are having difficulty with the assignment, students can have extended time. <br />
<br />
=== Assessment ===<br />
<br />
1. Class discussion <br />
<br />
2. Peer edit <br />
<br />
3. Presentation <br />
<br />
=== Integration ===<br />
<br />
Students will use geography and technology to accomplish the lesson. Literacy is used throughout the activity through reading, writing and editing. <br />
<br />
=== Closure ===<br />
<br />
1. Possible questions to ask the students are: <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. Use of MS Publisher <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; b. How did you figure out what to write <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; c. Who were you writing to and what did you expect as a response <br />
<br />
&lt;br&gt; <br />
<br />
2. As an extension, direct students to have their parents buy them a newspaper and read a section of interest and then use the internet to find that story <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. Ask them which one was the most efficient communication piece and why <br />
<br />
&lt;br&gt; <br />
<br />
3. Discuss with students how communication changes over time <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. Students can do extra research on its evolution <br />
<br />
&lt;br&gt; <br />
<br />
4. According to IEEE’s Dr. Hochheiser, one can see the evolution of printed communication and its impact on the US Civil War. <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. With the advent of the printing press in 1453, more news/technology become part of the more complex system of communication <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; b. Newspapers led to informed citizenry, thus leading to the spread of abolitionist rhetoric, which became the leading catalyst of the US Civil War. <br />
<br />
=== Resources ===<br />
<br />
&lt;u&gt;Background Information&lt;/u&gt; <br />
<br />
Free Northern blacks and their enslaved Southern brethren participated in personal as well as organized acts of resistance against slavery. In the North, African Americans faced huge odds and the systematic violation of their civil liberties. Consequently, many fervently supported the abolitionist cause with both open and surreptitious acts of rebellion. Northern blacks began forming groups to support the cause for freedom. As early as 1817, black Philadelphians formally protested African colonization, and by the late 1820s, black participation in anti-slavery societies had proliferated throughout the northeastern United States. <br />
<br />
Abolitionists newspapers, such as William Lloyd Garrison’s The Liberator, funded abolitionist activities, thanks to the consistent and generous financial support of black activists, who made up the majority of the paper’s subscribers in its early, critical years. Former slaves and descendants of slaves also published their own newspapers to deliver powerful testimonies against slavery, at the risk of being enslaved themselves. <br />
<br />
Fierce words and vivid images were among the tools that radical “immediatist” abolitionists used to further their cause. Instead of gently pleading their case, they employed sensational language to shock people into action against slavery. On posters for abolitionist rallies and meetings, the fervor of the language is matched only by its physical, typographical boldness and size. This poster's appeal to the “Citizens of Boston” and “Sons of Otis, and Hancock” to “see that Massachusetts Laws are not outraged with your consent,” conjures up the signers and the principles of the Declaration of Independence to stir the reader to act in favor of the cause. http://rmc.library.cornell.edu/abolitionism/spread_word.htm <br />
<br />
http://rmc.library.cornell.edu/abolitionism/spread_word.htm, <br />
<br />
http://www.loc.gov/exhibits/african/afam006.html <br />
<br />
http://www.loc.gov/rr/news/ <br />
<br />
http://www.officetutorials.com/publishertutorials.htm <br />
<br />
&lt;br&gt; Submitted by: David Lugo, Social Studies Teacher, Mercer County Technical School<br />
<br />
[[Category:Communications|{{PAGENAME}}]]<br />
[[Category:19th_Century_(CE)|{{PAGENAME}}]]</div>Administrator2http://ethw.org/w/index.php?title=Education:A_Newspaper_in_time_-_an_Abolitionist_Account&diff=87565Education:A Newspaper in time - an Abolitionist Account2013-05-09T13:32:15Z<p>Administrator2: </p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
9-11th grade <br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
Three block periods <br />
<br />
=== NJCCCS ===<br />
<br />
6.1.12.A.3.h <br />
<br />
6.2.12.D.1.b <br />
<br />
6.3.12.A.2 <br />
<br />
6.1.12.A.3.f <br />
<br />
6.1.12.A.<br />
<br />
6.b 8.1.12.A.2<br />
<br />
=== Common Core State Standards ===<br />
<br />
WHST.9-10.1a<br />
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.<br />
<br />
WHST.9-10.1b<br />
Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. <br />
<br />
WHST.9-10.1d<br />
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.<br />
<br />
WHST.9-10.1e<br />
Provide a concluding statement or section that follows from or supports the argument presented.<br />
<br />
WHST.9-10.2<br />
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.<br />
<br />
WHST.9-10.2a<br />
Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.<br />
<br />
WHST.9-10.2b<br />
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.<br />
<br />
WHST.9-10.2c<br />
Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.<br />
<br />
WHST.9-10.2d<br />
Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.<br />
<br />
WHST.9-10.5<br />
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.<br />
<br />
WHST.9-10.6<br />
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.<br />
<br />
WHST.9-10.7<br />
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.<br />
<br />
WHST.11-12.6<br />
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.<br />
<br />
<br />
=== Materials ===<br />
<br />
MS Publisher, texts on abolitionists, copies of abolitionist newspapers, directions (see below), current newspapers<br />
<br />
=== Anticipatory Set ===<br />
<br />
1. Discuss with students the way communication spread in the United States in the 1800s<br />
<br />
2. Teach students the functions of MS publisher<br />
<br />
<br />
=== Procedures ===<br />
<br />
1. Have students read a current newspaper and discuss the layout of the paper <br />
<br />
2. Discuss with students the abolitionist movement pre Civil War <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. Why were they important for the end of slavery <br />
<br />
3. Have students read about Frederick Douglass, William Lloyd Garrison and other abolitionists <br />
<br />
4. Discuss how communication is done in the modern world (cell phones, email, etc.) <br />
<br />
5. Ask students how communication was spread in the 1800s without the internet a. Discuss difficulties b. How those issues were overcame <br />
<br />
6. Students then will create a newspaper on MS Publisher through the lens of an abolitionist<br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. Students can imagine they are writing from NJ to readers in the South<br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; i. Students must select a location in the South<br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; ii. Research how that town in the south feels about Slavery <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; b. Students must put era-appropriate images on the Newspaper <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; c. Students are writing about why slavery is evil, immoral and anti-American<br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; i. This should be at least 4-5 paragraphs convincing them to relinquish slavery<br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; d. Students then do a peer edit on each other’s papers <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; e. Students then print out their newspapers for a presentation and to display<br />
<br />
=== Accommodations ===<br />
<br />
Tap into the students prior knowledge pertaining to, slavery, the Civil War and Newspapers.<br />
<br />
For students who are kinesthetic and visual, they will be able to hold a newspaper and observe the layout of a newspaper.<br />
<br />
For ESL students, provide a Spanish newspaper so they can relate to the concept of creating a paper and have them work with a partner on creating the newspaper project<br />
<br />
The teacher can model for the students what a finished product looks like to help clarify concerns or questions.<br />
<br />
If students are having difficulty with the assignment, students can have extended time.<br />
<br />
=== Assessment ===<br />
<br />
1. Class discussion <br />
<br />
2. Peer edit <br />
<br />
3. Presentation <br />
<br />
=== Integration ===<br />
<br />
Students will use geography and technology to accomplish the lesson. Literacy is used throughout the activity through reading, writing and editing.<br />
<br />
=== Closure ===<br />
<br />
1. Possible questions to ask the students are: <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. Use of MS Publisher <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; b. How did you figure out what to write <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; c. Who were you writing to and what did you expect as a response <br />
<br />
&lt;br&gt; <br />
<br />
2. As an extension, direct students to have their parents buy them a newspaper and read a section of interest and then use the internet to find that story <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. Ask them which one was the most efficient communication piece and why <br />
<br />
&lt;br&gt; <br />
<br />
3. Discuss with students how communication changes over time <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. Students can do extra research on its evolution <br />
<br />
&lt;br&gt; <br />
<br />
4. According to IEEE’s Dr. Hochheiser, one can see the evolution of printed communication and its impact on the US Civil War. <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. With the advent of the printing press in 1453, more news/technology become part of the more complex system of communication <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; b. Newspapers led to informed citizenry, thus leading to the spread of abolitionist rhetoric, which became the leading catalyst of the US Civil War.<br />
<br />
=== Resources ===<br />
<br />
&lt;u&gt;Background Information&lt;/u&gt; <br />
<br />
Free Northern blacks and their enslaved Southern brethren participated in personal as well as organized acts of resistance against slavery. In the North, African Americans faced huge odds and the systematic violation of their civil liberties. Consequently, many fervently supported the abolitionist cause with both open and surreptitious acts of rebellion. Northern blacks began forming groups to support the cause for freedom. As early as 1817, black Philadelphians formally protested African colonization, and by the late 1820s, black participation in anti-slavery societies had proliferated throughout the northeastern United States. <br />
<br />
Abolitionists newspapers, such as William Lloyd Garrison’s The Liberator, funded abolitionist activities, thanks to the consistent and generous financial support of black activists, who made up the majority of the paper’s subscribers in its early, critical years. Former slaves and descendants of slaves also published their own newspapers to deliver powerful testimonies against slavery, at the risk of being enslaved themselves. <br />
<br />
Fierce words and vivid images were among the tools that radical “immediatist” abolitionists used to further their cause. Instead of gently pleading their case, they employed sensational language to shock people into action against slavery. On posters for abolitionist rallies and meetings, the fervor of the language is matched only by its physical, typographical boldness and size. This poster's appeal to the “Citizens of Boston” and “Sons of Otis, and Hancock” to “see that Massachusetts Laws are not outraged with your consent,” conjures up the signers and the principles of the Declaration of Independence to stir the reader to act in favor of the cause. http://rmc.library.cornell.edu/abolitionism/spread_word.htm <br />
<br />
http://rmc.library.cornell.edu/abolitionism/spread_word.htm, <br />
<br />
http://www.loc.gov/exhibits/african/afam006.html <br />
<br />
http://www.loc.gov/rr/news/ <br />
<br />
http://www.officetutorials.com/publishertutorials.htm <br />
<br />
&lt;br&gt; Submitted by: David Lugo, Social Studies Teacher, Mercer County Technical School</div>Administrator2http://ethw.org/w/index.php?title=Education:From_cuneiform_to_satellite_-_How_did_we_get_there%3F&diff=87564Education:From cuneiform to satellite - How did we get there?2013-05-09T13:24:50Z<p>Administrator2: </p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
English 9/Special Education <br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
Three 80 minute periods <br />
<br />
=== NJCCCS ===<br />
<br />
6.2.8.C.2.a 6.2.8.C.2.b 6.2.8.D.2.a <br />
<br />
=== Common Core State Standards ===<br />
<br />
Grades 9-10 Cross content standards 3.4.12.D.2 All students write clear concise organized language that varies in content and form for different audiences and purposes <br />
<br />
=== Materials ===<br />
<br />
White board, projector, background reading, markers, crayons, computer paper, large construction paper, glue, cardboard, sample rotary phone, drums, telegram <br />
<br />
=== Anticipatory Set ===<br />
<br />
1. Discuss what were the earliest forms of communication? (ask) for background knowledge <br />
<br />
2. How did we transmit messages in the past? <br />
<br />
3. Students will examine rotary phone and telegram, while teacher explains their function. <br />
<br />
4. How do we transmit messages today? &lt;br&gt; <br />
<br />
=== Procedures ===<br />
<br />
1. Students will be divided into two cooperative learning groups. <br />
<br />
2. Students will discuss the anticipatory set questions and write a group researched answer for background knowledge class work sheet <br />
<br />
3. Students will show in group presentation how moving messages changed fom past to present. <br />
<br />
&lt;br&gt; <br />
<br />
'''Day 1 – Whole group''' <br />
<br />
Cooperative learning groups to research will perform a specific task based on background information from background knowledge. <br />
<br />
&lt;u&gt;Group 1&lt;/u&gt; – Students will research communication without transportation (Ex: cuneiform, hieroglyphics, smoke signals, lanterns, drums). Students will be required to explain and demonstrate the form of communication they choose to research in their group. Students will be required to demonstrate how the Native Americans used drums to communicate. Students may use internet video clips, poster pictures and diagrams. <br />
<br />
&lt;u&gt;Group 2&lt;/u&gt; – Students will research communication with transportation (Ex: post rider, stagecoach, railroad, telegraph, telegram, telephone, satellite). Students will be required to demonstrate forms as hands on presentation. Students will also be required to write trivia questions for information presented by their group. Class will use white boards to answer trivia questions. <br />
<br />
&lt;br&gt; <br />
<br />
'''Day 2 – Group Presentations''' <br />
<br />
&lt;u&gt;Group 1&lt;/u&gt; – Students will present their research information each student will be responsible for a different form of communication, the category transmission of messages without transportation. <br />
<br />
&lt;u&gt;Group 2&lt;/u&gt; – Students will be present their research information each student will be responsible for a different form of communication, the category transmission of messages with transportation. <br />
<br />
<br />
&lt;br&gt; <br />
<br />
=== Accommodations ===<br />
<br />
Teacher guided discussion for anticipatory questions<br />
<br />
Teacher guided instruction for research material<br />
<br />
Peer mentoring grouping <br />
<br />
Readings, specific to grade level, lexile scores, Read 180, SRI Testing<br />
<br />
<br />
=== Assessment ===<br />
<br />
1. Research paper rubric <br />
<br />
2. Group presentation rubric <br />
<br />
3. Class participation- Code Book Activity <br />
<br />
See the Rubric sheets [[Media:Cuneiform to satellite - Rubrics.doc]]<br />
<br />
=== Integration ===<br />
<br />
Wold History/ English<br />
<br />
=== Closure ===<br />
<br />
&lt;br&gt; &lt;u&gt;Day 3&lt;/u&gt; <br />
<br />
Whole Group <br />
<br />
Activity: Code Book 1. Students will be divided into two groups to create symbols for the alphabet similar to hieroglyphics (Ex: A = a picture a closed wing eagle) <br />
<br />
2. Group 1 will create symbols for letter A-L and Group 2 will create symbols for letters M-Z. <br />
<br />
3. The symbols with their alpha letter will be compiled into a single code book. Each student will receive a copy of the code book. <br />
<br />
4. Each group will cut, color, and past the symbols for their name on a piece of construction paper, symbols only. <br />
<br />
5. The code names of each student will be numbered and placed randomly on the wall around the room at eye level. <br />
<br />
6. Students will be paired and given a code name sheet numbered according to the number of names in code on the wall. The student pair will be given one code book with the alpha symbol to match the picture symbols on the wall. <br />
<br />
7. The first student pair that completes the names on their sheet will receive a prize. <br />
<br />
8. Teacher will make the number sheet prior to placing picture names on wall with answer<br />
<br />
=== Resources ===<br />
<br />
History of communication clip<br />
http://www.youtube.com/watch?v=WfCUxeQ2VSE <br />
http://www.youtube.com/watch?v=mvxw1TynuTk&amp;feature=related<br />
http://www.fcc.gov/cgb/kidszone/history.html,<br />
<br />
Video clips necessary to complete the lesson plan are available on the Egypt’s<br />
Golden Empire Web site [http://pbs.org/empires/egypt/index.html]. If you wish to<br />
purchase a copy of the program, visit the PBS Shop for Teachers<br />
[http://teacher.shop.pbs.org/product/index.jsp?productId=1406375].<br />
<br />
Show students an example of hieroglyphs. This could be done by accessing pictures<br />
such as those available in the Virtual Egypt section<br />
[http://www.pbs.org/empires/egypt/special/virtual_egypt/index.html] of the Egypt’s<br />
Golden Empire Web site, particularly Madinet Habu<br />
[http://www.pbs.org/empires/egypt/special/virtual_egypt/medinet.html], Second Pylon<br />
<br />
Show students how Egyptians would have written their names by using the Spell<br />
Your Name feature<br />
[http://www.pbs.org/empires/egypt/special/hieroglyphs/name_spell.html]. Have<br />
students use the name generator to write their names and become more familiar<br />
<br />
For a history of the Pony Express, see www.nps.gov/poex/hrs/hrs2d.htm<br />
www.telcomhistory.org/vm/LHSmokeSignals.shtml<br />
<br />
Submitted BY: Kim R. Hobbs<br />
<br />
[[Category:Communications|{{PAGENAME}}]]<br />
[[Category:11th_century_(BCE)_and_earlier|{{PAGENAME}}]]<br />
[[Category:14th_-_6th_Centuries_(CE)|{{PAGENAME}}]]<br />
[[Category:16th_-_15th_Centuries_(CE)|{{PAGENAME}}]]<br />
[[Category:18th_-_17th_Centuries_(CE)|{{PAGENAME}}]]<br />
[[Category:19th_Century_(CE)|{{PAGENAME}}]]<br />
[[Category:20th_Century_(CE)|{{PAGENAME}}]]<br />
[[Category:5th_Century_(CE)_-_10th_Century_(BCE)|{{PAGENAME}}]]</div>Administrator2http://ethw.org/w/index.php?title=Education:Good_Vibrations_-_How_Americans_Fell_in_Love_with_the_Telephone&diff=87562Education:Good Vibrations - How Americans Fell in Love with the Telephone2013-05-09T13:21:56Z<p>Administrator2: </p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
Grades 9-11/U.S. History II; Grades 9-11 Physics or Physical Science <br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
Two 80 minute blocks or four 40 minute periods <br />
<br />
=== NJCCCS ===<br />
<br />
Social Studies: 6.1.12.C.3.a 6.1.12.C.5.a 6.1.12.C.12.c 6.1.12.C.12.d 6.1.12.C.14.d 6.1.12.C.16.a <br />
<br />
21st Century Life and Career: 9.2.12.E.3 <br />
<br />
=== Common Core State Standards ===<br />
<br />
Grades 6-12 (CCSS for ELA &amp;amp; Literacy in History/Social Sciences and Technical Subjects) Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. <br />
<br />
Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. &lt;br&gt; <br />
<br />
=== Materials ===<br />
<br />
A computer connected to the Internet, a video projector that can connect to a computer, speakers, whiteboard/blackboard, copies of 20th century and 21st century telephone/cellphone advertisements <br />
<br />
=== Anticipatory Set ===<br />
<br />
Ask students these questions in sets: How does a car work? Why do you know you want one? How does an iPad or computer work? Why do you know you want one? How does a cell phone work? Why do you know that you want one? [The point here is for students to realize that we do not necessarily understand the science behind the things we Americans most want and/or use, yet we are told through advertising or society that we want and need one/it]. (5-10 minutes) <br />
<br />
=== Procedures ===<br />
<br />
1. (Day One) If necessary do any kind of review about the era of the 1840s and the beginning of the expansion of the railroads and telegraphs. If you are teaching that now, then bring your students up to speed regarding the westward expansion of the railroads and the telegraph. <br />
<br />
2.To show students how a telegraph works, visit and show this short video from the United States National Library of Medicine: http://www.nlm.nih.gov/archive/20120104/onceandfutureweb/database/seca/case2-artifacts/menu-video.html (If you are able to, you should try and co-teach with a science educator working on a unit like this at the same time – it would be a tremendous experience!) The video explains the rudiments of the telegraph and demonstrates why it would be an important device in a nation as big and spread out as the United States. (2 ½ minutes) <br />
<br />
3. Segue into the evolution of the telegraph into the telephone. You should conduct some of your own research and construct a brief presentation for your students on the use of Morse Code [and probably find a hand out or website with the code on it]and important figures and milestones in the development of the telephone (Alfred and Theodore Vail, Alexander Graham Bell). The length and depth of the presentation should be appropriate for your student’s learning level, but any one segment should no more than 15 minutes in length [if you need to exceed 15 minutes]. (15 minutes) <br />
<br />
4. Show the students this video from How Stuff Works to demonstrate how the telephone works: http://electronics.howstuffworks.com/telephone.htm (3 minutes) <br />
<br />
5. After the students have viewed the videos have them create a t-chart in pairs that compares and contrasts the telegraph and telephone. Discuss the class’ findings one the students are done in their pairs (10 minutes) <br />
<br />
6. Segue into the advertising analysis activity by asking students if it matters that they know or don’t know how a particular complex device (computer, car, cell phone, TV, radio, DVD player, etc.) works? (5 minutes) <br />
<br />
7. Then ask them how companies market complex devices and gadgets to non-scientifically geared consumers. Ask students to identify devices that advertisers use to get people to buy things. (5 - 10 minutes) <br />
<br />
8. Present to your students the concepts of logos, pathos and ethos. These are psychological or philosophical bases for making appeals in writing and advertising. A great resource for this can be found at http://pathosethoslogos.com/ . Be sure to find examples to share with your students, as well as develop or find samples where they can identify one, two or all three. They need this skill to be able to complete the assignment the next day. (30 minutes, broken up into smaller segments of student interaction) <br />
<br />
9. Homework: Find three advertisements in print or online (which can be printed out) for cell phone service. It does not matter if they come from the three major cell phone carriers or if they all come from one. <br />
<br />
10. (Day Two) Secure computers or a computer lab for your student, and have them go to the following website http://www.beatriceco.com/bti/porticus/bell/bell.htm. It is maintained by the Porticus Centre and contains digitized artifacts related to AT&amp;amp;T. <br />
<br />
11. Prior to the lesson look at the various primary source document analysis sheets provided by the National Archives http://www.archives.gov/education/lessons/worksheets/ Select one that would best allow students to analyze the advertisements from AT&amp;amp;T, or select elements from each which you would put into your own data collection sheet. <br />
<br />
12. Include questions on the data collection sheet about the pathos, logos, and ethos of each ad as well so that students understand what the company is telling consumers. (*remember that AT&amp;amp;T was considered a natural monopoly and was trying to convince people to subscribe to the service, not just to subscribe to AT&amp;amp;T. AT&amp;amp;T was selling an idea and a promise as much as a product. You could tell students that an alternative was telegrams (not really used for personal use) or the U.S. Postal Service). <br />
<br />
&lt;br&gt; 13. Additionally, include questions or a space for students to explain how the science of telephony is being represented or explained to the non-scientific public. Have them identify the purpose of incorporating the science of telephony into the advertisements <br />
<br />
14. Have students on their own, or in pairs, browse through the advertisements for phone service and analyze them using your sheets. (45-50 minutes from Step 10) <br />
<br />
15. Discuss the students’ findings briefly, and then have them share their advertisements for modern cell phone service with the class. As a class look for contrasts and parallels between the old AT&amp;amp;T ads and the new cell phone ads. (25-30 minutes) Check off the students that brought in the ads, and collect the data analysis sheets. <br />
<br />
16. For homework students should read from the history of AT&amp;amp;T at http://www.corp.att.com/history/history1.html up to the point that is most sensible for your class. Use this reading as an anticipatory set for the next day’s activity or for the period in history you’re studying. &lt;br&gt; <br />
<br />
=== Accommodations ===<br />
<br />
1. Instructors can create scaffolded analysis sheets for students of different learning abilities. 2. Instructors can also create glossaries for the advertisements. 3. Advertisements can be analyzed as a class with a greater emphasis on oral expression of student thinking over written expression of student thinking. <br />
<br />
&lt;br&gt; <br />
<br />
=== Assessment ===<br />
<br />
1. Grade or give formative assessment feedback to the students on their advertisement analysis. <br />
<br />
2. Prepare an ad not chosen from the Porticus site for inclusion on the unit test. Create a test item dealing which has student analyze the ad, and the response should also touch upon pathos, logos, and ethos as well as historical perspective. <br />
<br />
&lt;br&gt; <br />
<br />
=== Integration ===<br />
<br />
Students will use literacy skills throughout the lesson, as well as primary source analysis skills. The rudiments of the science of telephony will be employed at the beginning of the lesson, and students will see how technological advances can play on human emotional responses and compel consumer behavior. <br />
<br />
If possible, co-teach this lesson with a colleague who is teaching about telegraphy and telephony or electric current at the same time. <br />
<br />
=== Closure ===<br />
<br />
1. If you are teaching about monopolies, or will touch upon the AT&amp;amp;T monopoly, have students identify what the company is selling since it has no legitimate competition. <br />
<br />
2. Use the history of AT&amp;amp;T to enrich your study of any particular era of U.S. history. <br />
<br />
3. Have students reflect upon their initial responses to the anticipatory set. Do the kind of appeals in advertising used in the early and mid-20th century work now? <br />
<br />
4. Have students create their own advertisement for a complex product that operates due to complex principles of science. The students do not have to understand the science that makes the products work, but should highlight the “miracle” of science that makes the product wonderful. <br />
<br />
5. If you can, find clips of Lily Tomlin’s “Ernestine” the Operator from Laugh-In. Have students view various clips and infer what Americans thought of AT&amp;amp;T by the late 1960s, and use this as a segue into discussing the Divestiture of January 1, 1984. <br />
<br />
=== Resources ===<br />
<br />
Telegraph v. Telephone Sheet [[Media:Good_Vibrations_T-Chart.doc]] <br />
<br />
Document Analysis Sheet [[Media:Good_Vibrations_Document_Analysis_Sheet.doc]] <br />
<br />
Resources are hyperlinked in the lesson plan steps <br />
<br />
Submitted by: Keith Dennison, Hunterdon Central Regional High School. kdenniso@hcrhs.k12.nj.us<br />
<br />
[[Category:Communications|{{PAGENAME}}]]<br />
[[Category:Telephony|{{PAGENAME}}]]<br />
[[Category:20th_Century_(CE)|{{PAGENAME}}]]</div>Administrator2http://ethw.org/w/index.php?title=Education:The_Evolution_of_Communications&diff=87561Education:The Evolution of Communications2013-05-09T13:19:24Z<p>Administrator2: </p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
Grades 9-12/Social Studies; World History; US History<br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
Ninety to 120 minutes dependent upon reading lexile, detail and number of readings used.<br />
<br />
=== NJCCCS ===<br />
<br />
6.1.12.C.8.b <br />
<br />
6.2.12.C.1.e <br />
<br />
6.2.12.D.2.c <br />
<br />
6.2.12.D.2.e <br />
<br />
6.2.12.C.3.d <br />
<br />
6.2.12.C.4.d <br />
<br />
6.2.12.D.5.c <br />
<br />
6.2.12.D.6.a<br />
<br />
=== Common Core State Standards ===<br />
<br />
Reading Standards for Literacy in Science and Technical Subjects - Key Ideas and Details<br />
Grades 9-10 - Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.<br />
Grades 11-12 - Determine the central ideas or conclusions of a text, summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.<br />
<br />
Reading Standards for Informational Text - Key Ideas and Details<br />
Grades 9-10 - Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.<br />
Grades 11-12 - Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.<br />
<br />
Reading Standards for Literacy in History/Social Studies -- Integration of Knowledge and Ideas<br />
Grades 9-10 - Assess the extent to which the reasoning and evidence in a text support the author’s claims.<br />
Grades 11-12 - Evaluate an author’s premises, claims and evidence by corroborating or challenging them with other information.<br />
<br />
<br />
=== Materials ===<br />
<br />
1) access and projection technology.<br />
<br />
2) Post board and colored pencils (or computers with Internet access and/or drawing software).<br />
<br />
3) Copies of readings<br />
<br />
<br />
=== Anticipatory Set ===<br />
<br />
When’s the last time you went for more than an hour without using some form of communications technology? (For most students this only occurs when they’re sleeping or exercising. It may not occur to them that books and paper are forms of communications technology.)<br />
<br />
Show clip of Maxwell Smart’s shoe phone from “Get Smart” and/or use a Dick Tracy cartoon (or movie clip) showing the watch phone. How would television viewers in the 1960s or comic book readers of the 1930s and 1940s have viewed this technology at the time?<br />
<br />
<br />
=== Procedures ===<br />
<br />
Have students brainstorm a list of communications technology innovations. Ask them to estimate the date of invention and create a rough draft of a time line.<br />
<br />
Review the Interactive Timeline, noting key innovations that they didn’t think of. Each student should individually identify the five most important innovations included in the timeline. In small groups, the students should discuss which ones they picked and why. The group will cooperatively rank the top ten innovations. In a full class debriefing, the teacher will see how much commonality the groups have and have a short debate about which items should be included and where they should rank.<br />
<br />
In their small groups, students will bring the Interactive Timeline up to date, picking the five most important communications technology advancements of the past 15 years. Then they will predict five more innovations for the future, complete with a prediction of when they will come to fruition. Advancements should be depicted visually with a brief amount of text to describe them.<br />
<br />
Read Mobile World and David Goldman articles. Have students compare and contrast their analyses of the not-too-distant future of communications technology. <br />
<br />
<br />
<br />
=== Accommodations ===<br />
<br />
Cooperative learning groups should be designed to include students of varying abilities. Teachers may choose to use short excerpts from the readings, assign vocabulary exercises or practice summarizing skills in the course of reading.<br />
<br />
=== Assessment ===<br />
<br />
1)Student timelines<br />
<br />
2)Students could be assigned to research the feasibility and obstacles of one of the innovations predicted by the class.<br />
<br />
3) Students could be assigned the task of creating a business proposal for an innovation, looking for funding from business investors.<br />
<br />
<br />
=== Integration ===<br />
<br />
Students will use literacy skills throughout the lesson. Science skills will be employed to analyze problems as well as offer and critique possible solutions.<br />
<br />
=== Closure ===<br />
<br />
Watch “A Day of Glass” and have students compare their own predictions to Corning’s promotional advertisement. Ask students, “What technological hurdles would have to be overcome for this vision to become a reality?”<br />
<br />
=== Resources ===<br />
<br />
David Goldman, CNN, “Start thinking about 5G wireless”, http://money.cnn.com/2012/03/08/technology/5G-wireless/index.htm<br />
<br />
Maxwell Smart Shoe Phone (1:33)<br />
http://youtu.be/pArBEnKcoMw<br />
<br />
LG-GD910 3G Watch Phone (4:19)<br />
http://www.youtube.com/watch?v=QR50ZcHrmC0<br />
<br />
A Day Made Of Glass... Made Possible By Corning (5:33)<br />
http://www.youtube.com/watch?v=6Cf7IL_eZ38<br />
<br />
The History of Communication<br />
http://inventors.about.com/library/inventors/bl_history_of_communication.htm<br />
<br />
Some Dates in the History of Cultural Technologies<br />
http://www.worldhistorysite.com/culttech.html<br />
<br />
History of Communication Interactive Timeline (goes up to 1998)<br />
http://www.vizettes.com/kt/hc/history-communication.htm<br />
<br />
Hans Vestberg, “Ericcson: Preparing for the Future of Communication”<br />
http://www.mobileworldmag.com/ericsson-preparing-for-the-future-of-communication.html<br />
<br />
Submitted by: Bob Fenster<br />
<br />
[[Category:Communications|{{PAGENAME}}]]<br />
[[Category:20th_Century_(CE)|{{PAGENAME}}]]</div>Administrator2http://ethw.org/w/index.php?title=Education:Railroads_and_Telecommunications&diff=87549Education:Railroads and Telecommunications2013-05-08T19:55:51Z<p>Administrator2: </p>
<hr />
<div>=== Title of lesson ===<br />
<br />
Railroads and Telecommunications <br />
<br />
=== Grade/Subject ===<br />
<br />
This lesson is created for my high school US History students. <br />
<br />
=== Time Required for completed lesson ===<br />
<br />
2class periods/1 Block <br />
<br />
=== NJCCCS ===<br />
<br />
6.1.12.B.5.a <br />
<br />
=== Common Core State Standards ===<br />
<br />
RH.9-10.3 <br />
<br />
RH.9-10.9. <br />
<br />
=== Materials Required ===<br />
<br />
3 or more student computers with internet access, chalk/white board, dictionaries <br />
<br />
=== Anticipatory Set ===<br />
<br />
When students enter room, have the following “do now” on the board. “If you were to create a railroad across the entire country, what do you think you would need? Think about: the physical structure, the planning/ scheduling, workers and what is required to keep it operating”. <br />
<br />
Discuss student answers, especially prompting toward the need for communications, then show them the image of the railroad and telegraph line. Tell the students this class will be spend debating “did the rise of telegraph lead to the rise of railroad or did railroads lead to the rise of the telegraph? And the interdependency of the two”. Procedures: <br />
<br />
#Learners will use available dictionaries or computers to define the use of “telegraph”. <br />
#Class should break into groups and rotate through stations. There are 3 stations therefore depending on your class size the class may be split into 3 groups (1 of each station) or 6 groups (with 2 of each station). In stations, learners will analyze the importance of railroads. Instruct students to keep note if each station’s presentation of the subject is consistent. <br />
#*First station views clips of the PBS American Experience documentary “The Transcontinental Railroad”, available through PBS or YouTube (http://www.youtube.com/watch?v=M3OM_UnnCNM). <br />
#*Second station will use the San Francisco Museum’s website to gain more insight. (http://www.sfmuseum.org/hist1/rail.html) Students should view the photos and resources on the site and answer the following using the: <br />
#**What is the Union railroad? <br />
#**What is the Pacific Railroad? <br />
#**What happened in 1869? <br />
#**Who are the “Big Four” and what did they do? <br />
#**Why is this significant? <br />
#*In the last station students should use the internet to research images of the following, and jot down the link and a brief description of the image: <br />
#**The Transcontinental Railroad <br />
#**A telegraph <br />
#**A telegraph line <br />
#**A train schedule <br />
#Class should discuss student findings, discussion should include: the unification of the country as a result of the railroad and the use of the telegraph along rail lines. <br />
#Students should consider the question posted in the “do now” and write a brief passage about their opinion on the matter. “Why did railroads need more efficient communication? Why might a rail line be the perfect place to also build a telegraph line? Do you believe the rise of telegraph lead to the rise of railroad or did railroads lead to the rise of the telegraph?”<br />
<br />
=== Assessment/Evaluation ===<br />
<br />
Writing should be assessed for understanding of the conveniences railroads and telegraph provided for the nation and the connections draw between the two. <br />
<br />
=== Integration ===<br />
<br />
Websites provided <br />
<br />
=== Accommodations ===<br />
<br />
Cooperative learning groups. <br />
<br />
Audio/visual supplements included <br />
<br />
=== Closure ===<br />
<br />
Class should discuss what the students wrote about in their writing assignment. <br />
<br />
=== Resources ===<br />
<br />
http://www.sfmuseum.org/hist1/rail.html <br />
<br />
&lt;youtube&gt;M3OM_UnnCNM&lt;/youtube&gt;<br />
<br />
[[Category:Communications|{{PAGENAME}}]]<br />
[[Category:19th_Century_(CE)|{{PAGENAME}}]]<br />
[[Category:Transportation|{{PAGENAME}}]]</div>Administrator2http://ethw.org/w/index.php?title=Education:The_Evolution_of_Communications&diff=87548Education:The Evolution of Communications2013-05-08T19:53:48Z<p>Administrator2: </p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
Grades 9-12/Social Studies; World History; US History<br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
Ninety to 120 minutes dependent upon reading lexile, detail and number of readings used.<br />
<br />
=== NJCCCS ===<br />
<br />
6.1.12.C.8.b <br />
<br />
6.2.12.C.1.e <br />
<br />
6.2.12.D.2.c <br />
<br />
6.2.12.D.2.e <br />
<br />
6.2.12.C.3.d <br />
<br />
6.2.12.C.4.d <br />
<br />
6.2.12.D.5.c <br />
<br />
6.2.12.D.6.a<br />
<br />
=== Common Core State Standards ===<br />
<br />
Reading Standards for Literacy in Science and Technical Subjects - Key Ideas and Details<br />
Grades 9-10 - Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.<br />
Grades 11-12 - Determine the central ideas or conclusions of a text, summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.<br />
<br />
Reading Standards for Informational Text - Key Ideas and Details<br />
Grades 9-10 - Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.<br />
Grades 11-12 - Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.<br />
<br />
Reading Standards for Literacy in History/Social Studies -- Integration of Knowledge and Ideas<br />
Grades 9-10 - Assess the extent to which the reasoning and evidence in a text support the author’s claims.<br />
Grades 11-12 - Evaluate an author’s premises, claims and evidence by corroborating or challenging them with other information.<br />
<br />
<br />
=== Materials ===<br />
<br />
1) access and projection technology.<br />
<br />
2) Post board and colored pencils (or computers with Internet access and/or drawing software).<br />
<br />
3) Copies of readings<br />
<br />
<br />
=== Anticipatory Set ===<br />
<br />
When’s the last time you went for more than an hour without using some form of communications technology? (For most students this only occurs when they’re sleeping or exercising. It may not occur to them that books and paper are forms of communications technology.)<br />
<br />
Show clip of Maxwell Smart’s shoe phone from “Get Smart” and/or use a Dick Tracy cartoon (or movie clip) showing the watch phone. How would television viewers in the 1960s or comic book readers of the 1930s and 1940s have viewed this technology at the time?<br />
<br />
<br />
=== Procedures ===<br />
<br />
Have students brainstorm a list of communications technology innovations. Ask them to estimate the date of invention and create a rough draft of a time line.<br />
<br />
Review the Interactive Timeline, noting key innovations that they didn’t think of. Each student should individually identify the five most important innovations included in the timeline. In small groups, the students should discuss which ones they picked and why. The group will cooperatively rank the top ten innovations. In a full class debriefing, the teacher will see how much commonality the groups have and have a short debate about which items should be included and where they should rank.<br />
<br />
In their small groups, students will bring the Interactive Timeline up to date, picking the five most important communications technology advancements of the past 15 years. Then they will predict five more innovations for the future, complete with a prediction of when they will come to fruition. Advancements should be depicted visually with a brief amount of text to describe them.<br />
<br />
Read Mobile World and David Goldman articles. Have students compare and contrast their analyses of the not-too-distant future of communications technology. <br />
<br />
<br />
<br />
=== Accommodations ===<br />
<br />
Cooperative learning groups should be designed to include students of varying abilities. Teachers may choose to use short excerpts from the readings, assign vocabulary exercises or practice summarizing skills in the course of reading.<br />
<br />
=== Assessment ===<br />
<br />
1)Student timelines<br />
<br />
2)Students could be assigned to research the feasibility and obstacles of one of the innovations predicted by the class.<br />
<br />
3) Students could be assigned the task of creating a business proposal for an innovation, looking for funding from business investors.<br />
<br />
<br />
=== Integration ===<br />
<br />
Students will use literacy skills throughout the lesson. Science skills will be employed to analyze problems as well as offer and critique possible solutions.<br />
<br />
=== Closure ===<br />
<br />
Watch “A Day of Glass” and have students compare their own predictions to Corning’s promotional advertisement. Ask students, “What technological hurdles would have to be overcome for this vision to become a reality?”<br />
<br />
=== Resources ===<br />
<br />
David Goldman, CNN, “Start thinking about 5G wireless”, http://money.cnn.com/2012/03/08/technology/5G-wireless/index.htm<br />
<br />
Maxwell Smart Shoe Phone (1:33)<br />
http://youtu.be/pArBEnKcoMw<br />
<br />
LG-GD910 3G Watch Phone (4:19)<br />
http://www.youtube.com/watch?v=QR50ZcHrmC0<br />
<br />
A Day Made Of Glass... Made Possible By Corning (5:33)<br />
http://www.youtube.com/watch?v=6Cf7IL_eZ38<br />
<br />
The History of Communication<br />
http://inventors.about.com/library/inventors/bl_history_of_communication.htm<br />
<br />
Some Dates in the History of Cultural Technologies<br />
http://www.worldhistorysite.com/culttech.html<br />
<br />
History of Communication Interactive Timeline (goes up to 1998)<br />
http://www.vizettes.com/kt/hc/history-communication.htm<br />
<br />
Hans Vestberg, “Ericcson: Preparing for the Future of Communication”<br />
http://www.mobileworldmag.com/ericsson-preparing-for-the-future-of-communication.html<br />
<br />
Submitted by: Bob Fenster</div>Administrator2http://ethw.org/w/index.php?title=Education:The_Evolution_of_Communications&diff=87547Education:The Evolution of Communications2013-05-08T19:53:08Z<p>Administrator2: Created page with &quot;=== Grade/Subject === Grades 9-12/Social Studies; World History; US History === Time Required for Completed Lesson === Ninety to 120 minutes dependent upon reading lexile, d...&quot;</p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
Grades 9-12/Social Studies; World History; US History<br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
Ninety to 120 minutes dependent upon reading lexile, detail and number of readings used.<br />
<br />
=== NJCCCS ===<br />
<br />
6.1.12.C.8.b<br />
6.2.12.C.1.e<br />
6.2.12.D.2.c<br />
6.2.12.D.2.e<br />
6.2.12.C.3.d<br />
6.2.12.C.4.d<br />
6.2.12.D.5.c<br />
6.2.12.D.6.a<br />
<br />
<br />
=== Common Core State Standards ===<br />
<br />
Reading Standards for Literacy in Science and Technical Subjects - Key Ideas and Details<br />
Grades 9-10 - Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.<br />
Grades 11-12 - Determine the central ideas or conclusions of a text, summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.<br />
<br />
Reading Standards for Informational Text - Key Ideas and Details<br />
Grades 9-10 - Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.<br />
Grades 11-12 - Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.<br />
<br />
Reading Standards for Literacy in History/Social Studies -- Integration of Knowledge and Ideas<br />
Grades 9-10 - Assess the extent to which the reasoning and evidence in a text support the author’s claims.<br />
Grades 11-12 - Evaluate an author’s premises, claims and evidence by corroborating or challenging them with other information.<br />
<br />
<br />
=== Materials ===<br />
<br />
1) access and projection technology.<br />
<br />
2) Post board and colored pencils (or computers with Internet access and/or drawing software).<br />
<br />
3) Copies of readings<br />
<br />
<br />
=== Anticipatory Set ===<br />
<br />
When’s the last time you went for more than an hour without using some form of communications technology? (For most students this only occurs when they’re sleeping or exercising. It may not occur to them that books and paper are forms of communications technology.)<br />
<br />
Show clip of Maxwell Smart’s shoe phone from “Get Smart” and/or use a Dick Tracy cartoon (or movie clip) showing the watch phone. How would television viewers in the 1960s or comic book readers of the 1930s and 1940s have viewed this technology at the time?<br />
<br />
<br />
=== Procedures ===<br />
<br />
Have students brainstorm a list of communications technology innovations. Ask them to estimate the date of invention and create a rough draft of a time line.<br />
<br />
Review the Interactive Timeline, noting key innovations that they didn’t think of. Each student should individually identify the five most important innovations included in the timeline. In small groups, the students should discuss which ones they picked and why. The group will cooperatively rank the top ten innovations. In a full class debriefing, the teacher will see how much commonality the groups have and have a short debate about which items should be included and where they should rank.<br />
<br />
In their small groups, students will bring the Interactive Timeline up to date, picking the five most important communications technology advancements of the past 15 years. Then they will predict five more innovations for the future, complete with a prediction of when they will come to fruition. Advancements should be depicted visually with a brief amount of text to describe them.<br />
<br />
Read Mobile World and David Goldman articles. Have students compare and contrast their analyses of the not-too-distant future of communications technology. <br />
<br />
<br />
<br />
=== Accommodations ===<br />
<br />
Cooperative learning groups should be designed to include students of varying abilities. Teachers may choose to use short excerpts from the readings, assign vocabulary exercises or practice summarizing skills in the course of reading.<br />
<br />
=== Assessment ===<br />
<br />
1)Student timelines<br />
<br />
2)Students could be assigned to research the feasibility and obstacles of one of the innovations predicted by the class.<br />
<br />
3) Students could be assigned the task of creating a business proposal for an innovation, looking for funding from business investors.<br />
<br />
<br />
=== Integration ===<br />
<br />
Students will use literacy skills throughout the lesson. Science skills will be employed to analyze problems as well as offer and critique possible solutions.<br />
<br />
=== Closure ===<br />
<br />
Watch “A Day of Glass” and have students compare their own predictions to Corning’s promotional advertisement. Ask students, “What technological hurdles would have to be overcome for this vision to become a reality?”<br />
<br />
=== Resources ===<br />
<br />
David Goldman, CNN, “Start thinking about 5G wireless”, http://money.cnn.com/2012/03/08/technology/5G-wireless/index.htm<br />
<br />
Maxwell Smart Shoe Phone (1:33)<br />
http://youtu.be/pArBEnKcoMw<br />
<br />
LG-GD910 3G Watch Phone (4:19)<br />
http://www.youtube.com/watch?v=QR50ZcHrmC0<br />
<br />
A Day Made Of Glass... Made Possible By Corning (5:33)<br />
http://www.youtube.com/watch?v=6Cf7IL_eZ38<br />
<br />
The History of Communication<br />
http://inventors.about.com/library/inventors/bl_history_of_communication.htm<br />
<br />
Some Dates in the History of Cultural Technologies<br />
http://www.worldhistorysite.com/culttech.html<br />
<br />
History of Communication Interactive Timeline (goes up to 1998)<br />
http://www.vizettes.com/kt/hc/history-communication.htm<br />
<br />
Hans Vestberg, “Ericcson: Preparing for the Future of Communication”<br />
http://www.mobileworldmag.com/ericsson-preparing-for-the-future-of-communication.html<br />
<br />
Submitted by: Bob Fenster</div>Administrator2http://ethw.org/w/index.php?title=File:The_Space_Race--History.doc&diff=87529File:The Space Race--History.doc2013-05-08T19:42:33Z<p>Administrator2: </p>
<hr />
<div></div>Administrator2http://ethw.org/w/index.php?title=Education:The_Space_Race_and_Satellite_Technology&diff=87522Education:The Space Race and Satellite Technology2013-05-08T19:37:18Z<p>Administrator2: </p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
9-12 World History/US History<br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
1 class period<br />
<br />
=== NJCCCS ===<br />
<br />
6.2.12.C.4.d<br />
6.2.12.A.5.a<br />
6.2.12.B.5.a<br />
6.2.12.B.5.b<br />
6.2.12.C.5.b<br />
6.2.12.C.5.c<br />
6.2.12.D.5.c<br />
6.2.12.D.6.a<br />
<br />
=== Common Core State Standards ===<br />
<br />
Grades 9-10 <br />
Key Ideas and Details<br />
RH.9-10.2.<br />
Determine a central idea or information of a primary source or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.<br />
<br />
RH.9-10.3.<br />
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.<br />
<br />
Integration of Knowledge and Ideas<br />
RH.9-10.9.<br />
Compare and contrast treatments of the same topic in several primary and secondary sources.<br />
<br />
<br />
=== Materials ===<br />
<br />
Whiteboard, projector, PowerPoint, copies of readings, videos<br />
<br />
=== Anticipatory Set ===<br />
<br />
1) Discussion of the Cold War in the context of the space race and satellite technology.<br />
<br />
2) Short teacher-generated PowerPoint on the evolution of telecommunications, from early forms like smoke signals to the internet and satellite technology. <br />
<br />
<br />
=== Procedures ===<br />
<br />
1) Students will read about the space race from History.com.<br />
<br />
2) Students will fill in a timeline marking the evolution of telecommunications.<br />
<br />
3) Students will read select portions of the Telecommunications Act of 1996. <br />
<br />
4) Teacher will lead a class discussion on the consequences of the Telecommunications of 1996.<br />
<br />
5) Teacher will lead a class discussion on the possible democratizing impact of satellite radio on the communications industry. <br />
<br />
<br />
=== Accommodations ===<br />
<br />
1) gMain ideas and supporting details of reading will be highlighted<br />
<br />
2) Varied methods of lesson plan to accommodate different learning abilities. <br />
<br />
3) Small group interaction <br />
<br />
<br />
=== Assessment ===<br />
<br />
Students will break into groups in order to debate the impact of satellite radio on citizen communication and news dissemination.<br />
<br />
Open-ended question: What role does satellite radio have in the following areas: communication, news, terrestrial radio, citizenship?<br />
<br />
=== Integration ===<br />
<br />
1) Literacy skills will be applied throughout the lesson.<br />
<br />
2) Computer skills will be applied.<br />
<br />
3) Artistic and graphic aspects of the lesson will be applied<br />
<br />
4) Oral and debate skills will be emphasized.<br />
<br />
=== Closure ===<br />
<br />
1) Students will create a Venn diagram comparing the terrestrial radio with satellite radio.<br />
<br />
2) Teacher will point out that the two original satellite radio companies, Sirius and XM, have merged. We will have a short class discussion on how this alters what they have learned.<br />
<br />
=== Resources ===<br />
<br />
http://www.history.com/topics/space-race<br />
<br />
http://www.youtube.com/watch?v=ouRbkBAOGEw<br />
<br />
http://www.ntia.doc.gov/legacy/otiahome/top/publicationmedia/newsltr/telcom_act.htm<br />
<br />
Submitted by:<br />
Neal Ziskind</div>Administrator2http://ethw.org/w/index.php?title=Education:The_Space_Race_and_Satellite_Technology&diff=87520Education:The Space Race and Satellite Technology2013-05-08T19:36:42Z<p>Administrator2: </p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
9-12 World History/US History<br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
1 class period<br />
<br />
=== NJCCCS ===<br />
<br />
6.2.12.C.4.d<br />
6.2.12.A.5.a<br />
6.2.12.B.5.a<br />
6.2.12.B.5.b<br />
6.2.12.C.5.b<br />
6.2.12.C.5.c<br />
6.2.12.D.5.c<br />
6.2.12.D.6.a<br />
<br />
=== Common Core State Standards ===<br />
<br />
Grades 9-10 <br />
Key Ideas and Details<br />
RH.9-10.2.<br />
Determine a central idea or information of a primary source or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.<br />
<br />
RH.9-10.3.<br />
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.<br />
<br />
Integration of Knowledge and Ideas<br />
RH.9-10.9.<br />
Compare and contrast treatments of the same topic in several primary and secondary sources.<br />
<br />
<br />
=== Materials ===<br />
<br />
Whiteboard, projector, PowerPoint, copies of readings, videos<br />
<br />
=== Anticipatory Set ===<br />
<br />
1) Discussion of the Cold War in the context of the space race and satellite technology.<br />
<br />
2) Short teacher-generated PowerPoint on the evolution of telecommunications, from early forms like smoke signals to the internet and satellite technology. <br />
<br />
<br />
=== Procedures ===<br />
<br />
1) Students will read about the space race from History.com.<br />
<br />
2) Students will fill in a timeline marking the evolution of telecommunications.<br />
<br />
3) Students will read select portions of the Telecommunications Act of 1996. <br />
<br />
4) Teacher will lead a class discussion on the consequences of the Telecommunications of 1996.<br />
<br />
5) Teacher will lead a class discussion on the possible democratizing impact of satellite radio on the communications industry. <br />
<br />
<br />
=== Accommodations ===<br />
<br />
1) gMain ideas and supporting details of reading will be highlighted<br />
<br />
2) Varied methods of lesson plan to accommodate different learning abilities. <br />
<br />
3) Small group interaction <br />
<br />
<br />
=== Assessment ===<br />
<br />
Students will break into groups in order to debate the impact of satellite radio on citizen communication and news dissemination.<br />
<br />
Open-ended question: What role does satellite radio have in the following areas: communication, news, terrestrial radio, citizenship?<br />
<br />
=== Integration ===<br />
<br />
1) Literacy skills will be applied throughout the lesson.<br />
<br />
2) Computer skills will be applied.<br />
<br />
3) Artistic and graphic aspects of the lesson will be applied<br />
<br />
4) Oral and debate skills will be emphasized.<br />
<br />
=== Closure ===<br />
<br />
1) Students will create a Venn diagram comparing the terrestrial radio with satellite radio.<br />
<br />
2) Teacher will point out that the two original satellite radio companies, Sirius and XM, have merged. We will have a short class discussion on how this alters what they have learned.<br />
<br />
=== Resources ===</div>Administrator2http://ethw.org/w/index.php?title=Education:The_Space_Race_and_Satellite_Technology&diff=87517Education:The Space Race and Satellite Technology2013-05-08T19:36:09Z<p>Administrator2: </p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
9-12 World History/US History<br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
1 class period<br />
<br />
=== NJCCCS ===<br />
<br />
6.2.12.C.4.d<br />
6.2.12.A.5.a<br />
6.2.12.B.5.a<br />
6.2.12.B.5.b<br />
6.2.12.C.5.b<br />
6.2.12.C.5.c<br />
6.2.12.D.5.c<br />
6.2.12.D.6.a<br />
<br />
=== Common Core State Standards ===<br />
<br />
Grades 9-10 <br />
Key Ideas and Details<br />
RH.9-10.2.<br />
Determine a central idea or information of a primary source or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.<br />
<br />
RH.9-10.3.<br />
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.<br />
<br />
Integration of Knowledge and Ideas<br />
RH.9-10.9.<br />
Compare and contrast treatments of the same topic in several primary and secondary sources.<br />
<br />
<br />
=== Materials ===<br />
<br />
Whiteboard, projector, PowerPoint, copies of readings, videos<br />
<br />
=== Anticipatory Set ===<br />
<br />
1) Discussion of the Cold War in the context of the space race and satellite technology.<br />
<br />
2) Short teacher-generated PowerPoint on the evolution of telecommunications, from early forms like smoke signals to the internet and satellite technology. <br />
<br />
<br />
=== Procedures ===<br />
<br />
1) Students will read about the space race from History.com.<br />
<br />
2) Students will fill in a timeline marking the evolution of telecommunications.<br />
<br />
3) Students will read select portions of the Telecommunications Act of 1996. <br />
<br />
4) Teacher will lead a class discussion on the consequences of the Telecommunications of 1996.<br />
<br />
5) Teacher will lead a class discussion on the possible democratizing impact of satellite radio on the communications industry. <br />
<br />
<br />
=== Accommodations ===<br />
<br />
1) gMain ideas and supporting details of reading will be highlighted<br />
<br />
2) Varied methods of lesson plan to accommodate different learning abilities. <br />
<br />
3) Small group interaction <br />
<br />
<br />
=== Assessment ===<br />
<br />
Students will break into groups in order to debate the impact of satellite radio on citizen communication and news dissemination.<br />
<br />
Open-ended question: What role does satellite radio have in the following areas: communication, news, terrestrial radio, citizenship?<br />
<br />
=== Integration ===<br />
<br />
1) Literacy skills will be applied throughout the lesson.<br />
<br />
2) Computer skills will be applied.<br />
<br />
3) Artistic and graphic aspects of the lesson will be applied<br />
<br />
4) Oral and debate skills will be emphasized.<br />
<br />
=== Closure ===<br />
<br />
=== Resources ===</div>Administrator2http://ethw.org/w/index.php?title=Education:The_Space_Race_and_Satellite_Technology&diff=87514Education:The Space Race and Satellite Technology2013-05-08T19:35:04Z<p>Administrator2: </p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
9-12 World History/US History<br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
1 class period<br />
<br />
=== NJCCCS ===<br />
<br />
6.2.12.C.4.d<br />
6.2.12.A.5.a<br />
6.2.12.B.5.a<br />
6.2.12.B.5.b<br />
6.2.12.C.5.b<br />
6.2.12.C.5.c<br />
6.2.12.D.5.c<br />
6.2.12.D.6.a<br />
<br />
=== Common Core State Standards ===<br />
<br />
Grades 9-10 <br />
Key Ideas and Details<br />
RH.9-10.2.<br />
Determine a central idea or information of a primary source or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.<br />
<br />
RH.9-10.3.<br />
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.<br />
<br />
Integration of Knowledge and Ideas<br />
RH.9-10.9.<br />
Compare and contrast treatments of the same topic in several primary and secondary sources.<br />
<br />
<br />
=== Materials ===<br />
<br />
Whiteboard, projector, PowerPoint, copies of readings, videos<br />
<br />
=== Anticipatory Set ===<br />
<br />
1) Discussion of the Cold War in the context of the space race and satellite technology.<br />
<br />
2) Short teacher-generated PowerPoint on the evolution of telecommunications, from early forms like smoke signals to the internet and satellite technology. <br />
<br />
<br />
=== Procedures ===<br />
<br />
1) Students will read about the space race from History.com.<br />
<br />
2) Students will fill in a timeline marking the evolution of telecommunications.<br />
<br />
3) Students will read select portions of the Telecommunications Act of 1996. <br />
<br />
4) Teacher will lead a class discussion on the consequences of the Telecommunications of 1996.<br />
<br />
5) Teacher will lead a class discussion on the possible democratizing impact of satellite radio on the communications industry. <br />
<br />
<br />
=== Accommodations ===<br />
<br />
1) gMain ideas and supporting details of reading will be highlighted<br />
<br />
2) Varied methods of lesson plan to accommodate different learning abilities. <br />
<br />
3) Small group interaction <br />
<br />
<br />
=== Assessment ===<br />
<br />
Students will break into groups in order to debate the impact of satellite radio on citizen communication and news dissemination.<br />
<br />
Open-ended question: What role does satellite radio have in the following areas: communication, news, terrestrial radio, citizenship?<br />
<br />
=== Integration ===<br />
<br />
=== Closure ===<br />
<br />
=== Resources ===</div>Administrator2http://ethw.org/w/index.php?title=Education:The_Space_Race_and_Satellite_Technology&diff=87512Education:The Space Race and Satellite Technology2013-05-08T19:34:34Z<p>Administrator2: </p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
9-12 World History/US History<br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
1 class period<br />
<br />
=== NJCCCS ===<br />
<br />
6.2.12.C.4.d<br />
6.2.12.A.5.a<br />
6.2.12.B.5.a<br />
6.2.12.B.5.b<br />
6.2.12.C.5.b<br />
6.2.12.C.5.c<br />
6.2.12.D.5.c<br />
6.2.12.D.6.a<br />
<br />
=== Common Core State Standards ===<br />
<br />
Grades 9-10 <br />
Key Ideas and Details<br />
RH.9-10.2.<br />
Determine a central idea or information of a primary source or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.<br />
<br />
RH.9-10.3.<br />
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.<br />
<br />
Integration of Knowledge and Ideas<br />
RH.9-10.9.<br />
Compare and contrast treatments of the same topic in several primary and secondary sources.<br />
<br />
<br />
=== Materials ===<br />
<br />
Whiteboard, projector, PowerPoint, copies of readings, videos<br />
<br />
=== Anticipatory Set ===<br />
<br />
1) Discussion of the Cold War in the context of the space race and satellite technology.<br />
<br />
2) Short teacher-generated PowerPoint on the evolution of telecommunications, from early forms like smoke signals to the internet and satellite technology. <br />
<br />
<br />
=== Procedures ===<br />
<br />
1) Students will read about the space race from History.com.<br />
<br />
2) Students will fill in a timeline marking the evolution of telecommunications.<br />
<br />
3) Students will read select portions of the Telecommunications Act of 1996. <br />
<br />
4) Teacher will lead a class discussion on the consequences of the Telecommunications of 1996.<br />
<br />
5) Teacher will lead a class discussion on the possible democratizing impact of satellite radio on the communications industry. <br />
<br />
<br />
=== Accommodations ===<br />
<br />
1) gMain ideas and supporting details of reading will be highlighted<br />
<br />
2) Varied methods of lesson plan to accommodate different learning abilities. <br />
<br />
3) Small group interaction <br />
<br />
<br />
=== Assessment ===<br />
<br />
Students will break into groups in order to debate the impact of satellite radio on citizen communication and news dissemination.<br />
<br />
=== Integration ===<br />
<br />
=== Closure ===<br />
<br />
=== Resources ===</div>Administrator2http://ethw.org/w/index.php?title=Education:The_Space_Race_and_Satellite_Technology&diff=87510Education:The Space Race and Satellite Technology2013-05-08T19:33:58Z<p>Administrator2: </p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
9-12 World History/US History<br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
1 class period<br />
<br />
=== NJCCCS ===<br />
<br />
6.2.12.C.4.d<br />
6.2.12.A.5.a<br />
6.2.12.B.5.a<br />
6.2.12.B.5.b<br />
6.2.12.C.5.b<br />
6.2.12.C.5.c<br />
6.2.12.D.5.c<br />
6.2.12.D.6.a<br />
<br />
=== Common Core State Standards ===<br />
<br />
Grades 9-10 <br />
Key Ideas and Details<br />
RH.9-10.2.<br />
Determine a central idea or information of a primary source or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.<br />
<br />
RH.9-10.3.<br />
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.<br />
<br />
Integration of Knowledge and Ideas<br />
RH.9-10.9.<br />
Compare and contrast treatments of the same topic in several primary and secondary sources.<br />
<br />
<br />
=== Materials ===<br />
<br />
Whiteboard, projector, PowerPoint, copies of readings, videos<br />
<br />
=== Anticipatory Set ===<br />
<br />
1) Discussion of the Cold War in the context of the space race and satellite technology.<br />
<br />
2) Short teacher-generated PowerPoint on the evolution of telecommunications, from early forms like smoke signals to the internet and satellite technology. <br />
<br />
<br />
=== Procedures ===<br />
<br />
1) Students will read about the space race from History.com.<br />
<br />
2) Students will fill in a timeline marking the evolution of telecommunications.<br />
<br />
3) Students will read select portions of the Telecommunications Act of 1996. <br />
<br />
4) Teacher will lead a class discussion on the consequences of the Telecommunications of 1996.<br />
<br />
5) Teacher will lead a class discussion on the possible democratizing impact of satellite radio on the communications industry. <br />
<br />
<br />
=== Accommodations ===<br />
<br />
1) gMain ideas and supporting details of reading will be highlighted<br />
<br />
2) Varied methods of lesson plan to accommodate different learning abilities. <br />
<br />
3) Small group interaction <br />
<br />
<br />
=== Assessment ===<br />
<br />
Students will break into groups in order to debate the impact of satellite radio on citizen communication and news dissemination.<br />
<br />
=== Integration ===<br />
<br />
=== Closure ===<br />
<br />
=== Resources ===</div>Administrator2http://ethw.org/w/index.php?title=Education:The_Space_Race_and_Satellite_Technology&diff=87509Education:The Space Race and Satellite Technology2013-05-08T19:33:08Z<p>Administrator2: Created page with &quot;=== Grade/Subject === 9-12 World History/US History === Time Required for Completed Lesson === 1 class period === NJCCCS === 6.2.12.C.4.d 6.2.12.A.5.a 6.2.12.B.5.a 6.2....&quot;</p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
9-12 World History/US History<br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
1 class period<br />
<br />
=== NJCCCS ===<br />
<br />
6.2.12.C.4.d<br />
6.2.12.A.5.a<br />
6.2.12.B.5.a<br />
6.2.12.B.5.b<br />
6.2.12.C.5.b<br />
6.2.12.C.5.c<br />
6.2.12.D.5.c<br />
6.2.12.D.6.a<br />
<br />
=== Common Core State Standards ===<br />
<br />
Grades 9-10 <br />
Key Ideas and Details<br />
RH.9-10.2.<br />
Determine a central idea or information of a primary source or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.<br />
<br />
RH.9-10.3.<br />
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.<br />
<br />
Integration of Knowledge and Ideas<br />
RH.9-10.9.<br />
Compare and contrast treatments of the same topic in several primary and secondary sources.<br />
<br />
<br />
=== Materials ===<br />
<br />
Whiteboard, projector, PowerPoint, copies of readings, videos<br />
<br />
=== Anticipatory Set ===<br />
<br />
1) Discussion of the Cold War in the context of the space race and satellite technology.<br />
<br />
2) Short teacher-generated PowerPoint on the evolution of telecommunications, from early forms like smoke signals to the internet and satellite technology. <br />
<br />
<br />
=== Procedures ===<br />
<br />
1) Students will read about the space race from History.com.<br />
<br />
2) Students will fill in a timeline marking the evolution of telecommunications.<br />
<br />
3) Students will read select portions of the Telecommunications Act of 1996. <br />
<br />
4) Teacher will lead a class discussion on the consequences of the Telecommunications of 1996.<br />
<br />
5) Teacher will lead a class discussion on the possible democratizing impact of satellite radio on the communications industry. <br />
<br />
<br />
=== Accommodations ===<br />
<br />
1) gMain ideas and supporting details of reading will be highlighted<br />
<br />
2) Varied methods of lesson plan to accommodate different learning abilities. <br />
<br />
3) Small group interaction <br />
<br />
<br />
=== Assessment ===<br />
<br />
=== Integration ===<br />
<br />
=== Closure ===<br />
<br />
=== Resources ===</div>Administrator2http://ethw.org/w/index.php?title=Education:Technology_Of_Their_Times_-_A_Comparative_of_Innovators&diff=87492Education:Technology Of Their Times - A Comparative of Innovators2013-05-08T19:25:05Z<p>Administrator2: </p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
Grade 9/U.S. History I<br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
2 Days/Class Blocks<br />
<br />
=== NJCCCS ===<br />
<br />
6.1.12.D.6.a<br />
Assess the impact of technological innovation and immigration on the development of agriculture, industry, and urban culture during the late 19th century in New Jersey (i.e., Paterson Silk Strike 1913) and the United States.<br />
<br />
6.1.12.C.8.b<br />
Relate social, cultural, and technological changes in the interwar period to the rise of a consumer economy and the changing role and status of women.<br />
<br />
6.1.12.C.16.a<br />
Evaluate the economic, political, and social impact of new and emerging technologies on individuals and nations. <br />
<br />
6.1.12.C.16.b<br />
Predict the impact of technology on the global workforce and on entrepreneurship. <br />
<br />
<br />
=== Common Core State Standards ===<br />
<br />
RH.9-10.1. - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. <br />
<br />
RH.9-10.2.<br />
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.<br />
<br />
RH.9-10.4.<br />
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.<br />
<br />
RH.9-10.9.<br />
Compare and contrast treatments of the same topic in several primary and secondary sources.<br />
<br />
=== Materials ===<br />
<br />
Project Description Worksheet (includes requirements and assessment), Computers, Research Guides, Electronic Resources (databases), Relevant Books, Teacher Website (moodle page).<br />
<br />
=== Anticipatory Set ===<br />
<br />
1. Students will have completed preliminary research relating to research methods to gain an understanding of the research process.<br />
<br />
2. As a class, we performed a brief web quest dealing with navigation strategies to understand and identify thorough evaluation.<br />
<br />
3. The instructor has formatively assessed student performance to see whether or not to proceed.<br />
<br />
=== Procedures ===<br />
<br />
1. The instructor will welcome and take attendance of the class. <br />
<br />
2. The instructor will have a “do now” question regarding the influence of technology on their lives by listing the various ways it lends its impact. <br />
<br />
3. After a discussion of the do now, the students will receive their project description sheets and will review them with the instructor. The instructor will discuss all expectations with the students including the methodology and assessment. <br />
<br />
4. Since preliminary research has already been completed, the students will have to choose two technological innovators (one historical from the curricular years of study and one contemporary). <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. Example: Thomas Edison vs. Steve Jobs <br />
<br />
5. As apart of their requirements, the students will complete a set of focus questions regarding the lives and work of each figure. The focus questions will focus on personal background, early life, education, making their mark, life’s work and influence, societal improvements(political, socially and economically). <br />
<br />
6. After completing a set of focus questions for each innovator, the students will then complete a set of comparative questions, which will help gain an understanding of each innovator and their impact from their respective time periods. <br />
<br />
7. After answering all sets of questions, the students will then have a variety of options for presenting their responses.&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a Students will be able to present their findings via Microsoft Power Point, which will include an aesthetically pleasing background and relevant images. <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; b. Students will be able to present their findings via post on the teacher’s moodle site. However, students choosing this method should respond in essay format. <br />
<br />
8. The instructor will gather and assess all projects, and share using his moodle site.<br />
<br />
=== Accommodations ===<br />
<br />
Depending on the class and various learning styles, this project has been modified to meet the needs of the various learners. This project includes instructional methods, such as direct instruction, technology-based and two options for presentation accommodating students who excel with written responses (essay) and those with oral responses (power point).<br />
<br />
=== Assessment ===<br />
<br />
1. Formative Assessment- Students will be assessed during the process of research and construction of their method of presentation.<br />
<br />
2. Summative Assessment- Students will be assessed on the performance of their project using a 45 to 50 point (could be modified) rubric.<br />
<br />
=== Integration ===<br />
<br />
This project will satisfy a portion of the departments “research project” requirements. More research assignments will be assigned for different units. This project is apart of a research portfolio, which is non-traditional but does meet department requirements.<br />
<br />
=== Closure ===<br />
<br />
1. The students will complete a brief self-reflection by answering the question:<br />
<br />
2. “Why did you particularly choose these two innovators to research and compare?”<br />
<br />
=== Resources ===<br />
<br />
American History Online- http://americanhistory.abc-clio.com <br />
<br />
Ebscohost (History and Biography)- http://web.ebscohost.com <br />
<br />
Facts On File- http://online.infobaselearning.com/HistoryDatabaseSearch.aspx <br />
<br />
Proquest Historical NY Times- http://hn.bigchalk.com/hnweb/hn/do/search <br />
<br />
Submitted by:<br />
Jared Warren<br />
Special Education/History Teacher<br />
Hunterdon Central Regional High School</div>Administrator2http://ethw.org/w/index.php?title=Education:Technology_Of_Their_Times_-_A_Comparative_of_Innovators&diff=87491Education:Technology Of Their Times - A Comparative of Innovators2013-05-08T19:24:25Z<p>Administrator2: </p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
Grade 9/U.S. History I<br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
2 Days/Class Blocks<br />
<br />
=== NJCCCS ===<br />
<br />
6.1.12.D.6.a<br />
Assess the impact of technological innovation and immigration on the development of agriculture, industry, and urban culture during the late 19th century in New Jersey (i.e., Paterson Silk Strike 1913) and the United States.<br />
<br />
6.1.12.C.8.b<br />
Relate social, cultural, and technological changes in the interwar period to the rise of a consumer economy and the changing role and status of women.<br />
<br />
6.1.12.C.16.a<br />
Evaluate the economic, political, and social impact of new and emerging technologies on individuals and nations. <br />
<br />
6.1.12.C.16.b<br />
Predict the impact of technology on the global workforce and on entrepreneurship. <br />
<br />
<br />
=== Common Core State Standards ===<br />
<br />
RH.9-10.1. - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. <br />
<br />
RH.9-10.2.<br />
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.<br />
<br />
RH.9-10.4.<br />
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.<br />
<br />
RH.9-10.9.<br />
Compare and contrast treatments of the same topic in several primary and secondary sources.<br />
<br />
=== Materials ===<br />
<br />
Project Description Worksheet (includes requirements and assessment), Computers, Research Guides, Electronic Resources (databases), Relevant Books, Teacher Website (moodle page).<br />
<br />
=== Anticipatory Set ===<br />
<br />
1. Students will have completed preliminary research relating to research methods to gain an understanding of the research process.<br />
<br />
2. As a class, we performed a brief web quest dealing with navigation strategies to understand and identify thorough evaluation.<br />
<br />
3. The instructor has formatively assessed student performance to see whether or not to proceed.<br />
<br />
=== Procedures ===<br />
<br />
1. The instructor will welcome and take attendance of the class. <br />
<br />
2. The instructor will have a “do now” question regarding the influence of technology on their lives by listing the various ways it lends its impact. <br />
<br />
3. After a discussion of the do now, the students will receive their project description sheets and will review them with the instructor. The instructor will discuss all expectations with the students including the methodology and assessment. <br />
<br />
4. Since preliminary research has already been completed, the students will have to choose two technological innovators (one historical from the curricular years of study and one contemporary). <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. Example: Thomas Edison vs. Steve Jobs <br />
<br />
5. As apart of their requirements, the students will complete a set of focus questions regarding the lives and work of each figure. The focus questions will focus on personal background, early life, education, making their mark, life’s work and influence, societal improvements(political, socially and economically). <br />
<br />
6. After completing a set of focus questions for each innovator, the students will then complete a set of comparative questions, which will help gain an understanding of each innovator and their impact from their respective time periods. <br />
<br />
7. After answering all sets of questions, the students will then have a variety of options for presenting their responses.&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a Students will be able to present their findings via Microsoft Power Point, which will include an aesthetically pleasing background and relevant images. <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; b. Students will be able to present their findings via post on the teacher’s moodle site. However, students choosing this method should respond in essay format. <br />
<br />
8. The instructor will gather and assess all projects, and share using his moodle site.<br />
<br />
=== Accommodations ===<br />
<br />
Depending on the class and various learning styles, this project has been modified to meet the needs of the various learners. This project includes instructional methods, such as direct instruction, technology-based and two options for presentation accommodating students who excel with written responses (essay) and those with oral responses (power point).<br />
<br />
=== Assessment ===<br />
<br />
1. Formative Assessment- Students will be assessed during the process of research and construction of their method of presentation.<br />
<br />
2. Summative Assessment- Students will be assessed on the performance of their project using a 45 to 50 point (could be modified) rubric.<br />
<br />
=== Integration ===<br />
<br />
This project will satisfy a portion of the departments “research project” requirements. More research assignments will be assigned for different units. This project is apart of a research portfolio, which is non-traditional but does meet department requirements.<br />
<br />
=== Closure ===<br />
<br />
1. The students will complete a brief self-reflection by answering the question:<br />
<br />
2. “Why did you particularly choose these two innovators to research and compare?”<br />
<br />
=== Resources ===</div>Administrator2http://ethw.org/w/index.php?title=Education:Technology_Of_Their_Times_-_A_Comparative_of_Innovators&diff=87488Education:Technology Of Their Times - A Comparative of Innovators2013-05-08T19:23:46Z<p>Administrator2: </p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
Grade 9/U.S. History I<br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
2 Days/Class Blocks<br />
<br />
=== NJCCCS ===<br />
<br />
6.1.12.D.6.a<br />
Assess the impact of technological innovation and immigration on the development of agriculture, industry, and urban culture during the late 19th century in New Jersey (i.e., Paterson Silk Strike 1913) and the United States.<br />
<br />
6.1.12.C.8.b<br />
Relate social, cultural, and technological changes in the interwar period to the rise of a consumer economy and the changing role and status of women.<br />
<br />
6.1.12.C.16.a<br />
Evaluate the economic, political, and social impact of new and emerging technologies on individuals and nations. <br />
<br />
6.1.12.C.16.b<br />
Predict the impact of technology on the global workforce and on entrepreneurship. <br />
<br />
<br />
=== Common Core State Standards ===<br />
<br />
RH.9-10.1. - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. <br />
<br />
RH.9-10.2.<br />
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.<br />
<br />
RH.9-10.4.<br />
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.<br />
<br />
RH.9-10.9.<br />
Compare and contrast treatments of the same topic in several primary and secondary sources.<br />
<br />
=== Materials ===<br />
<br />
Project Description Worksheet (includes requirements and assessment), Computers, Research Guides, Electronic Resources (databases), Relevant Books, Teacher Website (moodle page).<br />
<br />
=== Anticipatory Set ===<br />
<br />
1. Students will have completed preliminary research relating to research methods to gain an understanding of the research process.<br />
<br />
2. As a class, we performed a brief web quest dealing with navigation strategies to understand and identify thorough evaluation.<br />
<br />
3. The instructor has formatively assessed student performance to see whether or not to proceed.<br />
<br />
=== Procedures ===<br />
<br />
1. The instructor will welcome and take attendance of the class. <br />
<br />
2. The instructor will have a “do now” question regarding the influence of technology on their lives by listing the various ways it lends its impact. <br />
<br />
3. After a discussion of the do now, the students will receive their project description sheets and will review them with the instructor. The instructor will discuss all expectations with the students including the methodology and assessment. <br />
<br />
4. Since preliminary research has already been completed, the students will have to choose two technological innovators (one historical from the curricular years of study and one contemporary). <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. Example: Thomas Edison vs. Steve Jobs <br />
<br />
5. As apart of their requirements, the students will complete a set of focus questions regarding the lives and work of each figure. The focus questions will focus on personal background, early life, education, making their mark, life’s work and influence, societal improvements(political, socially and economically). <br />
<br />
6. After completing a set of focus questions for each innovator, the students will then complete a set of comparative questions, which will help gain an understanding of each innovator and their impact from their respective time periods. <br />
<br />
7. After answering all sets of questions, the students will then have a variety of options for presenting their responses.&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a Students will be able to present their findings via Microsoft Power Point, which will include an aesthetically pleasing background and relevant images. <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; b. Students will be able to present their findings via post on the teacher’s moodle site. However, students choosing this method should respond in essay format. <br />
<br />
8. The instructor will gather and assess all projects, and share using his moodle site.<br />
<br />
=== Accommodations ===<br />
<br />
Depending on the class and various learning styles, this project has been modified to meet the needs of the various learners. This project includes instructional methods, such as direct instruction, technology-based and two options for presentation accommodating students who excel with written responses (essay) and those with oral responses (power point).<br />
<br />
=== Assessment ===<br />
<br />
1. Formative Assessment- Students will be assessed during the process of research and construction of their method of presentation.<br />
<br />
2. Summative Assessment- Students will be assessed on the performance of their project using a 45 to 50 point (could be modified) rubric.<br />
<br />
=== Integration ===<br />
<br />
This project will satisfy a portion of the departments “research project” requirements. More research assignments will be assigned for different units. This project is apart of a research portfolio, which is non-traditional but does meet department requirements.<br />
<br />
=== Closure ===<br />
<br />
=== Resources ===</div>Administrator2http://ethw.org/w/index.php?title=Education:Technology_Of_Their_Times_-_A_Comparative_of_Innovators&diff=87484Education:Technology Of Their Times - A Comparative of Innovators2013-05-08T19:22:55Z<p>Administrator2: </p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
Grade 9/U.S. History I<br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
2 Days/Class Blocks<br />
<br />
=== NJCCCS ===<br />
<br />
6.1.12.D.6.a<br />
Assess the impact of technological innovation and immigration on the development of agriculture, industry, and urban culture during the late 19th century in New Jersey (i.e., Paterson Silk Strike 1913) and the United States.<br />
<br />
6.1.12.C.8.b<br />
Relate social, cultural, and technological changes in the interwar period to the rise of a consumer economy and the changing role and status of women.<br />
<br />
6.1.12.C.16.a<br />
Evaluate the economic, political, and social impact of new and emerging technologies on individuals and nations. <br />
<br />
6.1.12.C.16.b<br />
Predict the impact of technology on the global workforce and on entrepreneurship. <br />
<br />
<br />
=== Common Core State Standards ===<br />
<br />
RH.9-10.1. - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. <br />
<br />
RH.9-10.2.<br />
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.<br />
<br />
RH.9-10.4.<br />
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.<br />
<br />
RH.9-10.9.<br />
Compare and contrast treatments of the same topic in several primary and secondary sources.<br />
<br />
=== Materials ===<br />
<br />
Project Description Worksheet (includes requirements and assessment), Computers, Research Guides, Electronic Resources (databases), Relevant Books, Teacher Website (moodle page).<br />
<br />
=== Anticipatory Set ===<br />
<br />
1. Students will have completed preliminary research relating to research methods to gain an understanding of the research process.<br />
<br />
2. As a class, we performed a brief web quest dealing with navigation strategies to understand and identify thorough evaluation.<br />
<br />
3. The instructor has formatively assessed student performance to see whether or not to proceed.<br />
<br />
=== Procedures ===<br />
<br />
1. The instructor will welcome and take attendance of the class. <br />
<br />
2. The instructor will have a “do now” question regarding the influence of technology on their lives by listing the various ways it lends its impact. <br />
<br />
3. After a discussion of the do now, the students will receive their project description sheets and will review them with the instructor. The instructor will discuss all expectations with the students including the methodology and assessment. <br />
<br />
4. Since preliminary research has already been completed, the students will have to choose two technological innovators (one historical from the curricular years of study and one contemporary). <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. Example: Thomas Edison vs. Steve Jobs <br />
<br />
5. As apart of their requirements, the students will complete a set of focus questions regarding the lives and work of each figure. The focus questions will focus on personal background, early life, education, making their mark, life’s work and influence, societal improvements(political, socially and economically). <br />
<br />
6. After completing a set of focus questions for each innovator, the students will then complete a set of comparative questions, which will help gain an understanding of each innovator and their impact from their respective time periods. <br />
<br />
7. After answering all sets of questions, the students will then have a variety of options for presenting their responses.&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a Students will be able to present their findings via Microsoft Power Point, which will include an aesthetically pleasing background and relevant images. <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; b. Students will be able to present their findings via post on the teacher’s moodle site. However, students choosing this method should respond in essay format. <br />
<br />
8. The instructor will gather and assess all projects, and share using his moodle site.<br />
<br />
=== Accommodations ===<br />
<br />
Depending on the class and various learning styles, this project has been modified to meet the needs of the various learners. This project includes instructional methods, such as direct instruction, technology-based and two options for presentation accommodating students who excel with written responses (essay) and those with oral responses (power point).<br />
<br />
=== Assessment ===<br />
<br />
1. Formative Assessment- Students will be assessed during the process of research and construction of their method of presentation.<br />
<br />
2. Summative Assessment- Students will be assessed on the performance of their project using a 45 to 50 point (could be modified) rubric.<br />
<br />
=== Integration ===<br />
<br />
=== Closure ===<br />
<br />
=== Resources ===</div>Administrator2http://ethw.org/w/index.php?title=Education:Technology_Of_Their_Times_-_A_Comparative_of_Innovators&diff=87482Education:Technology Of Their Times - A Comparative of Innovators2013-05-08T19:22:17Z<p>Administrator2: </p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
Grade 9/U.S. History I<br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
2 Days/Class Blocks<br />
<br />
=== NJCCCS ===<br />
<br />
6.1.12.D.6.a<br />
Assess the impact of technological innovation and immigration on the development of agriculture, industry, and urban culture during the late 19th century in New Jersey (i.e., Paterson Silk Strike 1913) and the United States.<br />
<br />
6.1.12.C.8.b<br />
Relate social, cultural, and technological changes in the interwar period to the rise of a consumer economy and the changing role and status of women.<br />
<br />
6.1.12.C.16.a<br />
Evaluate the economic, political, and social impact of new and emerging technologies on individuals and nations. <br />
<br />
6.1.12.C.16.b<br />
Predict the impact of technology on the global workforce and on entrepreneurship. <br />
<br />
<br />
=== Common Core State Standards ===<br />
<br />
RH.9-10.1. - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. <br />
<br />
RH.9-10.2.<br />
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.<br />
<br />
RH.9-10.4.<br />
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.<br />
<br />
RH.9-10.9.<br />
Compare and contrast treatments of the same topic in several primary and secondary sources.<br />
<br />
=== Materials ===<br />
<br />
Project Description Worksheet (includes requirements and assessment), Computers, Research Guides, Electronic Resources (databases), Relevant Books, Teacher Website (moodle page).<br />
<br />
=== Anticipatory Set ===<br />
<br />
1. Students will have completed preliminary research relating to research methods to gain an understanding of the research process.<br />
<br />
2. As a class, we performed a brief web quest dealing with navigation strategies to understand and identify thorough evaluation.<br />
<br />
3. The instructor has formatively assessed student performance to see whether or not to proceed.<br />
<br />
=== Procedures ===<br />
<br />
1. The instructor will welcome and take attendance of the class. <br />
<br />
2. The instructor will have a “do now” question regarding the influence of technology on their lives by listing the various ways it lends its impact. <br />
<br />
3. After a discussion of the do now, the students will receive their project description sheets and will review them with the instructor. The instructor will discuss all expectations with the students including the methodology and assessment. <br />
<br />
4. Since preliminary research has already been completed, the students will have to choose two technological innovators (one historical from the curricular years of study and one contemporary). <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. Example: Thomas Edison vs. Steve Jobs <br />
<br />
5. As apart of their requirements, the students will complete a set of focus questions regarding the lives and work of each figure. The focus questions will focus on personal background, early life, education, making their mark, life’s work and influence, societal improvements(political, socially and economically). <br />
<br />
6. After completing a set of focus questions for each innovator, the students will then complete a set of comparative questions, which will help gain an understanding of each innovator and their impact from their respective time periods. <br />
<br />
7. After answering all sets of questions, the students will then have a variety of options for presenting their responses.&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a Students will be able to present their findings via Microsoft Power Point, which will include an aesthetically pleasing background and relevant images. <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; b. Students will be able to present their findings via post on the teacher’s moodle site. However, students choosing this method should respond in essay format. <br />
<br />
8. The instructor will gather and assess all projects, and share using his moodle site.<br />
<br />
=== Accommodations ===<br />
<br />
Depending on the class and various learning styles, this project has been modified to meet the needs of the various learners. This project includes instructional methods, such as direct instruction, technology-based and two options for presentation accommodating students who excel with written responses (essay) and those with oral responses (power point).<br />
<br />
=== Assessment ===<br />
<br />
=== Integration ===<br />
<br />
=== Closure ===<br />
<br />
=== Resources ===</div>Administrator2http://ethw.org/w/index.php?title=Education:Technology_Of_Their_Times_-_A_Comparative_of_Innovators&diff=87479Education:Technology Of Their Times - A Comparative of Innovators2013-05-08T19:21:08Z<p>Administrator2: </p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
Grade 9/U.S. History I<br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
2 Days/Class Blocks<br />
<br />
=== NJCCCS ===<br />
<br />
6.1.12.D.6.a<br />
Assess the impact of technological innovation and immigration on the development of agriculture, industry, and urban culture during the late 19th century in New Jersey (i.e., Paterson Silk Strike 1913) and the United States.<br />
<br />
6.1.12.C.8.b<br />
Relate social, cultural, and technological changes in the interwar period to the rise of a consumer economy and the changing role and status of women.<br />
<br />
6.1.12.C.16.a<br />
Evaluate the economic, political, and social impact of new and emerging technologies on individuals and nations. <br />
<br />
6.1.12.C.16.b<br />
Predict the impact of technology on the global workforce and on entrepreneurship. <br />
<br />
<br />
=== Common Core State Standards ===<br />
<br />
RH.9-10.1. - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. <br />
<br />
RH.9-10.2.<br />
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.<br />
<br />
RH.9-10.4.<br />
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.<br />
<br />
RH.9-10.9.<br />
Compare and contrast treatments of the same topic in several primary and secondary sources.<br />
<br />
=== Materials ===<br />
<br />
Project Description Worksheet (includes requirements and assessment), Computers, Research Guides, Electronic Resources (databases), Relevant Books, Teacher Website (moodle page).<br />
<br />
=== Anticipatory Set ===<br />
<br />
1. Students will have completed preliminary research relating to research methods to gain an understanding of the research process.<br />
<br />
2. As a class, we performed a brief web quest dealing with navigation strategies to understand and identify thorough evaluation.<br />
<br />
3. The instructor has formatively assessed student performance to see whether or not to proceed.<br />
<br />
=== Procedures ===<br />
<br />
1. The instructor will welcome and take attendance of the class. <br />
<br />
2. The instructor will have a “do now” question regarding the influence of technology on their lives by listing the various ways it lends its impact. <br />
<br />
3. After a discussion of the do now, the students will receive their project description sheets and will review them with the instructor. The instructor will discuss all expectations with the students including the methodology and assessment. <br />
<br />
4. Since preliminary research has already been completed, the students will have to choose two technological innovators (one historical from the curricular years of study and one contemporary). <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. Example: Thomas Edison vs. Steve Jobs <br />
<br />
5. As apart of their requirements, the students will complete a set of focus questions regarding the lives and work of each figure. The focus questions will focus on personal background, early life, education, making their mark, life’s work and influence, societal improvements(political, socially and economically). <br />
<br />
6. After completing a set of focus questions for each innovator, the students will then complete a set of comparative questions, which will help gain an understanding of each innovator and their impact from their respective time periods. <br />
<br />
7. After answering all sets of questions, the students will then have a variety of options for presenting their responses.&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a Students will be able to present their findings via Microsoft Power Point, which will include an aesthetically pleasing background and relevant images. <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; b. Students will be able to present their findings via post on the teacher’s moodle site. However, students choosing this method should respond in essay format. <br />
<br />
8. The instructor will gather and assess all projects, and share using his moodle site.<br />
<br />
=== Accommodations ===<br />
<br />
=== Assessment ===<br />
<br />
=== Integration ===<br />
<br />
=== Closure ===<br />
<br />
=== Resources ===</div>Administrator2http://ethw.org/w/index.php?title=Education:Technology_Of_Their_Times_-_A_Comparative_of_Innovators&diff=87476Education:Technology Of Their Times - A Comparative of Innovators2013-05-08T19:20:20Z<p>Administrator2: </p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
Grade 9/U.S. History I<br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
2 Days/Class Blocks<br />
<br />
=== NJCCCS ===<br />
<br />
6.1.12.D.6.a<br />
Assess the impact of technological innovation and immigration on the development of agriculture, industry, and urban culture during the late 19th century in New Jersey (i.e., Paterson Silk Strike 1913) and the United States.<br />
<br />
6.1.12.C.8.b<br />
Relate social, cultural, and technological changes in the interwar period to the rise of a consumer economy and the changing role and status of women.<br />
<br />
6.1.12.C.16.a<br />
Evaluate the economic, political, and social impact of new and emerging technologies on individuals and nations. <br />
<br />
6.1.12.C.16.b<br />
Predict the impact of technology on the global workforce and on entrepreneurship. <br />
<br />
<br />
=== Common Core State Standards ===<br />
<br />
RH.9-10.1. - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. <br />
<br />
RH.9-10.2.<br />
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.<br />
<br />
RH.9-10.4.<br />
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.<br />
<br />
RH.9-10.9.<br />
Compare and contrast treatments of the same topic in several primary and secondary sources.<br />
<br />
=== Materials ===<br />
<br />
Project Description Worksheet (includes requirements and assessment), Computers, Research Guides, Electronic Resources (databases), Relevant Books, Teacher Website (moodle page).<br />
<br />
=== Anticipatory Set ===<br />
<br />
1. Students will have completed preliminary research relating to research methods to gain an understanding of the research process.<br />
<br />
2. As a class, we performed a brief web quest dealing with navigation strategies to understand and identify thorough evaluation.<br />
<br />
3. The instructor has formatively assessed student performance to see whether or not to proceed.<br />
<br />
=== Procedures ===<br />
<br />
1. The instructor will welcome and take attendance of the class. <br />
<br />
2. The instructor will have a “do now” question regarding the influence of technology on their lives by listing the various ways it lends its impact. <br />
<br />
3. After a discussion of the do now, the students will receive their project description sheets and will review them with the instructor. The instructor will discuss all expectations with the students including the methodology and assessment. <br />
<br />
4. Since preliminary research has already been completed, the students will have to choose two technological innovators (one historical from the curricular years of study and one contemporary).<br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; 1. Example: Thomas Edison vs. Steve Jobs <br />
<br />
5. As apart of their requirements, the students will complete a set of focus questions regarding the lives and work of each figure. The focus questions will focus on personal background, early life, education, making their mark, life’s work and influence, societal improvements(political, socially and economically). <br />
<br />
6. After completing a set of focus questions for each innovator, the students will then complete a set of comparative questions, which will help gain an understanding of each innovator and their impact from their respective time periods. <br />
<br />
7. After answering all sets of questions, the students will then have a variety of options for presenting their responses.&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; 1. Students will be able to present their findings via Microsoft Power Point, which will include an aesthetically pleasing background and relevant images. <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; 2. Students will be able to present their findings via post on the teacher’s moodle site. However, students choosing this method should respond in essay format. <br />
<br />
8. The instructor will gather and assess all projects, and share using his moodle site.<br />
<br />
=== Accommodations ===<br />
<br />
=== Assessment ===<br />
<br />
=== Integration ===<br />
<br />
=== Closure ===<br />
<br />
=== Resources ===</div>Administrator2http://ethw.org/w/index.php?title=Education:Technology_Of_Their_Times_-_A_Comparative_of_Innovators&diff=87474Education:Technology Of Their Times - A Comparative of Innovators2013-05-08T19:16:16Z<p>Administrator2: </p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
Grade 9/U.S. History I<br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
2 Days/Class Blocks<br />
<br />
=== NJCCCS ===<br />
<br />
6.1.12.D.6.a<br />
Assess the impact of technological innovation and immigration on the development of agriculture, industry, and urban culture during the late 19th century in New Jersey (i.e., Paterson Silk Strike 1913) and the United States.<br />
<br />
6.1.12.C.8.b<br />
Relate social, cultural, and technological changes in the interwar period to the rise of a consumer economy and the changing role and status of women.<br />
<br />
6.1.12.C.16.a<br />
Evaluate the economic, political, and social impact of new and emerging technologies on individuals and nations. <br />
<br />
6.1.12.C.16.b<br />
Predict the impact of technology on the global workforce and on entrepreneurship. <br />
<br />
<br />
=== Common Core State Standards ===<br />
<br />
RH.9-10.1. - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. <br />
<br />
RH.9-10.2.<br />
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.<br />
<br />
RH.9-10.4.<br />
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.<br />
<br />
RH.9-10.9.<br />
Compare and contrast treatments of the same topic in several primary and secondary sources.<br />
<br />
=== Materials ===<br />
<br />
Project Description Worksheet (includes requirements and assessment), Computers, Research Guides, Electronic Resources (databases), Relevant Books, Teacher Website (moodle page).<br />
<br />
=== Anticipatory Set ===<br />
<br />
1. Students will have completed preliminary research relating to research methods to gain an understanding of the research process.<br />
<br />
2. As a class, we performed a brief web quest dealing with navigation strategies to understand and identify thorough evaluation.<br />
<br />
3. The instructor has formatively assessed student performance to see whether or not to proceed.<br />
<br />
=== Procedures ===<br />
<br />
=== Accommodations ===<br />
<br />
=== Assessment ===<br />
<br />
=== Integration ===<br />
<br />
=== Closure ===<br />
<br />
=== Resources ===</div>Administrator2http://ethw.org/w/index.php?title=Education:Technology_Of_Their_Times_-_A_Comparative_of_Innovators&diff=87473Education:Technology Of Their Times - A Comparative of Innovators2013-05-08T19:15:20Z<p>Administrator2: </p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
Grade 9/U.S. History I<br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
2 Days/Class Blocks<br />
<br />
=== NJCCCS ===<br />
<br />
6.1.12.D.6.a<br />
Assess the impact of technological innovation and immigration on the development of agriculture, industry, and urban culture during the late 19th century in New Jersey (i.e., Paterson Silk Strike 1913) and the United States.<br />
<br />
6.1.12.C.8.b<br />
Relate social, cultural, and technological changes in the interwar period to the rise of a consumer economy and the changing role and status of women.<br />
<br />
6.1.12.C.16.a<br />
Evaluate the economic, political, and social impact of new and emerging technologies on individuals and nations. <br />
<br />
6.1.12.C.16.b<br />
Predict the impact of technology on the global workforce and on entrepreneurship. <br />
<br />
<br />
=== Common Core State Standards ===<br />
<br />
RH.9-10.1. - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. <br />
<br />
RH.9-10.2.<br />
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.<br />
<br />
RH.9-10.4.<br />
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.<br />
<br />
RH.9-10.9.<br />
Compare and contrast treatments of the same topic in several primary and secondary sources.<br />
<br />
=== Materials ===<br />
<br />
Project Description Worksheet (includes requirements and assessment), Computers, Research Guides, Electronic Resources (databases), Relevant Books, Teacher Website (moodle page).<br />
<br />
=== Anticipatory Set ===<br />
<br />
=== Procedures ===<br />
<br />
=== Accommodations ===<br />
<br />
=== Assessment ===<br />
<br />
=== Integration ===<br />
<br />
=== Closure ===<br />
<br />
=== Resources ===</div>Administrator2http://ethw.org/w/index.php?title=Education:Technology_Of_Their_Times_-_A_Comparative_of_Innovators&diff=87472Education:Technology Of Their Times - A Comparative of Innovators2013-05-08T19:14:39Z<p>Administrator2: </p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
Grade 9/U.S. History I<br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
2 Days/Class Blocks<br />
<br />
=== NJCCCS ===<br />
<br />
6.1.12.D.6.a<br />
Assess the impact of technological innovation and immigration on the development of agriculture, industry, and urban culture during the late 19th century in New Jersey (i.e., Paterson Silk Strike 1913) and the United States.<br />
<br />
6.1.12.C.8.b<br />
Relate social, cultural, and technological changes in the interwar period to the rise of a consumer economy and the changing role and status of women.<br />
<br />
6.1.12.C.16.a<br />
Evaluate the economic, political, and social impact of new and emerging technologies on individuals and nations. <br />
<br />
6.1.12.C.16.b<br />
Predict the impact of technology on the global workforce and on entrepreneurship. <br />
<br />
<br />
=== Common Core State Standards ===<br />
<br />
RH.9-10.1. - Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. <br />
<br />
RH.9-10.2.<br />
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.<br />
<br />
RH.9-10.4.<br />
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.<br />
<br />
RH.9-10.9.<br />
Compare and contrast treatments of the same topic in several primary and secondary sources.<br />
<br />
=== Materials ===<br />
<br />
=== Anticipatory Set ===<br />
<br />
=== Procedures ===<br />
<br />
=== Accommodations ===<br />
<br />
=== Assessment ===<br />
<br />
=== Integration ===<br />
<br />
=== Closure ===<br />
<br />
=== Resources ===</div>Administrator2http://ethw.org/w/index.php?title=Education:Technology_Of_Their_Times_-_A_Comparative_of_Innovators&diff=87469Education:Technology Of Their Times - A Comparative of Innovators2013-05-08T19:11:59Z<p>Administrator2: Created page with &quot;=== Grade/Subject === Grade 9/U.S. History I === Time Required for Completed Lesson === 2 Days/Class Blocks === NJCCCS === 6.1.12.D.6.a Assess the impact of technological...&quot;</p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
Grade 9/U.S. History I<br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
2 Days/Class Blocks<br />
<br />
=== NJCCCS ===<br />
<br />
6.1.12.D.6.a<br />
Assess the impact of technological innovation and immigration on the development of agriculture, industry, and urban culture during the late 19th century in New Jersey (i.e., Paterson Silk Strike 1913) and the United States.<br />
<br />
6.1.12.C.8.b<br />
Relate social, cultural, and technological changes in the interwar period to the rise of a consumer economy and the changing role and status of women.<br />
<br />
6.1.12.C.16.a<br />
Evaluate the economic, political, and social impact of new and emerging technologies on individuals and nations. <br />
<br />
6.1.12.C.16.b<br />
Predict the impact of technology on the global workforce and on entrepreneurship. <br />
<br />
<br />
=== Common Core State Standards ===<br />
<br />
<br />
<br />
=== Materials ===<br />
<br />
=== Anticipatory Set ===<br />
<br />
=== Procedures ===<br />
<br />
=== Accommodations ===<br />
<br />
=== Assessment ===<br />
<br />
=== Integration ===<br />
<br />
=== Closure ===<br />
<br />
=== Resources ===</div>Administrator2http://ethw.org/w/index.php?title=Education:People%E2%80%99s_Choice_Awards_-Telecommunications_Inventors&diff=87468Education:People’s Choice Awards -Telecommunications Inventors2013-05-08T19:07:44Z<p>Administrator2: Created page with &quot;=== Grade/Subject === 9-12 === Time Required for Completed Lesson === 2-3 Days === NJCCCS === 6.2.12.B.3.b 6.2.12.C.3.b 6.2.12.C.3.d === Common Core State Standards ...&quot;</p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
9-12 <br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
2-3 Days <br />
<br />
=== NJCCCS ===<br />
<br />
6.2.12.B.3.b<br />
6.2.12.C.3.b<br />
6.2.12.C.3.d <br />
<br />
=== Common Core State Standards ===<br />
<br />
RH.11-12.2.<br />
Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and idea<br />
<br />
RH.11-12.3.<br />
Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.<br />
<br />
RH.11-12.7.<br />
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.<br />
<br />
RH.11-12.9.<br />
Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources<br />
<br />
<br />
=== Materials ===<br />
<br />
1. Computers<br />
2. Powerpoint<br />
3. Fact Sheets (if not using computer lab) <br />
<br />
<br />
=== Anticipatory Set ===<br />
<br />
Ask students think about how inventions/innovation in telecommunications impact the way we interact with each other today. Poll students and see how many of them have cell phones, text message, utilize email/internet. Have students think about the role of these methods of communication in their lives.<br />
<br />
=== Procedures ===<br />
<br />
1. Think/Pair/Share: How do current advances in telecommunications impact distance decay between people or groups of people? Where did these innovations begin? Have students write down the progression of an innovation they use today and have them share with a partner and the class. <br />
<br />
2. Split class into groups, assign them one telecommunications inventor from the late 19th, early 20th century to look at together. Give students fact sheets about the inventors or allow them access to a computer/computer lab in order to create a presentation about their inventor. The presentation should include their background, what they created, how they created it, and its significance. Give directions for People’s Choice Awards activity and let students know which awards they may be nominated for (most creative/original idea, most impact on their time period, most impact on today, most perseverance, supporting roles, etc) to help them prepare a more persuasive presentation. Students must incorporate images of the invention into their presentation in order to discuss how the telecommunication invention works. <br />
<br />
3. Students present to class. At the end of presentations, individual students submit their nominations for each award based upon the presentations about each inventor. <br />
<br />
4. In between lessons, tally up votes to let students know at the beginning of the following lesson the 4 inventors nominated for each award. <br />
<br />
5. Extension: Students write acceptance speeches explaining why they have won the award. (Must prepare a speech for each nomination in case they win). <br />
<br />
6. Moderate awards ceremony, but have students present the awards to groups. If the extension assignment is done, have students read their acceptance speeches to the class. <br />
<br />
7. For homework, have students spend one day without telecommunications (no cell phone, internet, ipad, etc). Students should complete a reflection on how their day was impacted by not having these devices, and how 2 inventors discussed in class have impacted the way they communicate today (i.e. without the phone, there would be no cell phone).<br />
<br />
<br />
=== Accommodations ===<br />
<br />
1. Readings can be scaffolded to meet the needs of varying ability levels. <br />
<br />
2. If students struggle with independent research, teacher can provide a framework for sites to explore. Students may also need more assistance creating Powerpoint presentations.<br />
<br />
3. If students are older or G&amp;T, have students complete the extension assignment.<br />
<br />
4. Reflection paper can be adapted by changing length and requirements to fit the needs/skills of students. <br />
<br />
<br />
=== Assessment ===<br />
<br />
Students will be assessed on their presentations, contribution to their group, and participation in the class award show. Students will also be assessed on their reflection papers on the impact of telecommunications.<br />
<br />
=== Integration ===<br />
<br />
=== Closure ===<br />
<br />
Work assignment on use of telecommunications devices in everyday life. <br />
<br />
=== Resources ===<br />
<br />
<br />
Submitted by Lisa Rocco- Social Studies Teacher- Randolph High School</div>Administrator2http://ethw.org/w/index.php?title=Education:Telecommunication,_the_Civil_War_and_War_of_21st_Century&diff=87467Education:Telecommunication, the Civil War and War of 21st Century2013-05-08T18:57:15Z<p>Administrator2: </p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
Social Studies 9th 11th, 12th, Special Education<br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
Approximately five class sessions<br />
<br />
=== NJCCCS ===<br />
<br />
6.2.8.C.1.b<br />
<br />
=== Common Core State Standards ===<br />
<br />
RL 9-10.1.<br />
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.<br />
<br />
RL. 9-10.10.<br />
By the end of grade 9, read and comprehend literary nonfiction in the grade 9 text complexity band proficiency, with scaffolding as needed at the high end of the range.<br />
<br />
<br />
=== Materials ===<br />
<br />
Computer with internet access, overhead projector, copies of KWL chart<br />
<br />
<br />
=== Anticipatory Set ===<br />
<br />
1. Students will be given a copy of the KWL chart – a copy will be placed on the overhead projector. Students will be asked to list all that they know about the Civil War and put these things in the “K” column. The procedure will be demonstrated to the students by the instructor. The teacher will ask the students how the military communicated during the Civil War, and students will be instructed to write these things under the ‘W’ column. <br />
<br />
After students read the non-fictional document/s on the Civil War, teacher will instruct the students to complete the ‘L’ column on the KWL chart showing what they have learned as a result of reading the non-fictional document/s. on communication during the Civil War. Teacher will place the KWL chart on the overhead again and fill in the missing information as the students feeds it to the teacher.<br />
<br />
2. Teacher will do guided reading on the History of Communication during the Civil War. Teacher will tell students how the military communicated during the Civil War, such a telegraph, newspaper and photography <br />
<br />
3. Students will view the video Communication during the Civil War.<br />
<br />
<br />
=== Procedures ===<br />
<br />
<br />
1. Readings and questions: Use of differing reading levels will allow the teacher to differentiate within the class. Make use of various reading strategies such as: Shared Reading, Jig-Saw Reading and teacher read ‘out loud.’<br />
<br />
2. Students will be divided into small groups.<br />
a. Group for the past – Students will research communication during the Civil War.<br />
b. Group for the present – Students will research communication during the War in the Middle East (Iraq)<br />
<br />
3. Students will present past and present history of communication they may use posters, charts, and video clips to demonstrate. <br />
<br />
=== Accommodations ===<br />
<br />
1. Grade level rubrics will be used<br />
<br />
2. Reading level materials<br />
<br />
3. Assignments for the presentation<br />
<br />
4. Modification - rubric<br />
<br />
<br />
<br />
=== Assessment ===<br />
<br />
1. Students will participate in class discussions<br />
<br />
2. Students will complete a research paper<br />
<br />
3. Students will participate in a presentation to the class <br />
<br />
<br />
=== Integration ===<br />
<br />
<br />
1. Students will use literacy skills throughout the lesson.<br />
<br />
2. Language arts writing task will be incorporated into class discussion review question after presentation.<br />
<br />
<br />
=== Closure ===<br />
<br />
1. Students will use white boards to answer trivia questions after presentations. <br />
<br />
2.Which of the communication inventions during the Civil War are now obsolete? What replaced it? <br />
<br />
3. Writing Task: Describe how the telegraph, photography or newspaper moved messages during the Civil War? ( two paragraphs) <br />
<br />
Whole group: Use Venn diagram compare &amp; contrast past/present communication of Civil War and Middle East War/s<br />
<br />
<br />
<br />
=== Resources ===<br />
<br />
http://www.lessonplanspage.com/sslaindepthcivilwraplan5-htm/ <br />
<br />
http://www.smplanet.com/civilwar/civilwar.html <br />
<br />
http://www.kidport.com/reflib/usahistory/civilwar/communication.htm <br />
<br />
http://www.pbs.org/opb/historydetectives/feature/civil-war-innovations/ <br />
<br />
http://www.youtube.com/watch?v=VmVtyoNeR7k<br />
<br />
Who had better ways of communication during the civil war?<br />
The union had better communication. We had the telegraph that Lincoln frequently used. Also we had trains that were amazing communication between the west and east of the United States<br />
<br />
<br />
What forms of communication were there during the civil war <br />
They used pictures to show what was happening and also they made painting. They also had some forms of transportation that they used just for communication. <br />
<br />
Submitted by: <br />
G. Cook</div>Administrator2http://ethw.org/w/index.php?title=Education:Telecommunication,_the_Civil_War_and_War_of_21st_Century&diff=87466Education:Telecommunication, the Civil War and War of 21st Century2013-05-08T18:56:16Z<p>Administrator2: </p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
Social Studies 9th 11th, 12th, Special Education<br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
Approximately five class sessions<br />
<br />
=== NJCCCS ===<br />
<br />
6.2.8.C.1.b<br />
<br />
=== Common Core State Standards ===<br />
<br />
RL 9-10.1.<br />
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.<br />
<br />
RL. 9-10.10.<br />
By the end of grade 9, read and comprehend literary nonfiction in the grade 9 text complexity band proficiency, with scaffolding as needed at the high end of the range.<br />
<br />
<br />
=== Materials ===<br />
<br />
Computer with internet access, overhead projector, copies of KWL chart<br />
<br />
<br />
=== Anticipatory Set ===<br />
<br />
1. Students will be given a copy of the KWL chart – a copy will be placed on the overhead projector. Students will be asked to list all that they know about the Civil War and put these things in the “K” column. The procedure will be demonstrated to the students by the instructor. The teacher will ask the students how the military communicated during the Civil War, and students will be instructed to write these things under the ‘W’ column. <br />
<br />
After students read the non-fictional document/s on the Civil War, teacher will instruct the students to complete the ‘L’ column on the KWL chart showing what they have learned as a result of reading the non-fictional document/s. on communication during the Civil War. Teacher will place the KWL chart on the overhead again and fill in the missing information as the students feeds it to the teacher.<br />
<br />
2. Teacher will do guided reading on the History of Communication during the Civil War. Teacher will tell students how the military communicated during the Civil War, such a telegraph, newspaper and photography <br />
<br />
3. Students will view the video Communication during the Civil War.<br />
<br />
<br />
=== Procedures ===<br />
<br />
<br />
1. Readings and questions: Use of differing reading levels will allow the teacher to differentiate within the class. Make use of various reading strategies such as: Shared Reading, Jig-Saw Reading and teacher read ‘out loud.’<br />
<br />
2. Students will be divided into small groups.<br />
a. Group for the past – Students will research communication during the Civil War.<br />
b. Group for the present – Students will research communication during the War in the Middle East (Iraq)<br />
<br />
3. Students will present past and present history of communication they may use posters, charts, and video clips to demonstrate. <br />
<br />
=== Accommodations ===<br />
<br />
1. Grade level rubrics will be used<br />
<br />
2. Reading level materials<br />
<br />
3. Assignments for the presentation<br />
<br />
4. Modification - rubric<br />
<br />
<br />
<br />
=== Assessment ===<br />
<br />
1. Students will participate in class discussions<br />
<br />
2. Students will complete a research paper<br />
<br />
3. Students will participate in a presentation to the class <br />
<br />
<br />
=== Integration ===<br />
<br />
<br />
1. Students will use literacy skills throughout the lesson.<br />
<br />
2. Language arts writing task will be incorporated into class discussion review question after presentation.<br />
<br />
<br />
=== Closure ===<br />
<br />
1. Students will use white boards to answer trivia questions after presentations. <br />
<br />
2.Which of the communication inventions during the Civil War are now obsolete? What replaced it? <br />
<br />
3. Writing Task: Describe how the telegraph, photography or newspaper moved messages during the Civil War? ( two paragraphs) <br />
<br />
Whole group: Use Venn diagram compare &amp; contrast past/present communication of Civil War and Middle East War/s<br />
<br />
<br />
<br />
=== Resources ===<br />
<br />
http://www.lessonplanspage.com/sslaindepthcivilwraplan5-htm/ <br />
<br />
http://www.smplanet.com/civilwar/civilwar.html <br />
<br />
http://www.kidport.com/reflib/usahistory/civilwar/communication.htm <br />
<br />
http://www.pbs.org/opb/historydetectives/feature/civil-war-innovations/ <br />
<br />
http://www.youtube.com/watch?v=VmVtyoNeR7k</div>Administrator2http://ethw.org/w/index.php?title=Education:Telecommunication,_the_Civil_War_and_War_of_21st_Century&diff=87465Education:Telecommunication, the Civil War and War of 21st Century2013-05-08T18:55:46Z<p>Administrator2: Created page with &quot;=== Grade/Subject === Social Studies 9th 11th, 12th, Special Education === Time Required for Completed Lesson === Approximately five class sessions === NJCCCS === 6.2.8.C...&quot;</p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
Social Studies 9th 11th, 12th, Special Education<br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
Approximately five class sessions<br />
<br />
=== NJCCCS ===<br />
<br />
6.2.8.C.1.b<br />
<br />
=== Common Core State Standards ===<br />
<br />
RL 9-10.1.<br />
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.<br />
<br />
RL. 9-10.10.<br />
By the end of grade 9, read and comprehend literary nonfiction in the grade 9 text complexity band proficiency, with scaffolding as needed at the high end of the range.<br />
<br />
<br />
=== Materials ===<br />
<br />
Computer with internet access, overhead projector, copies of KWL chart<br />
<br />
<br />
=== Anticipatory Set ===<br />
<br />
1. Students will be given a copy of the KWL chart – a copy will be placed on the overhead projector. Students will be asked to list all that they know about the Civil War and put these things in the “K” column. The procedure will be demonstrated to the students by the instructor. The teacher will ask the students how the military communicated during the Civil War, and students will be instructed to write these things under the ‘W’ column. <br />
<br />
After students read the non-fictional document/s on the Civil War, teacher will instruct the students to complete the ‘L’ column on the KWL chart showing what they have learned as a result of reading the non-fictional document/s. on communication during the Civil War. Teacher will place the KWL chart on the overhead again and fill in the missing information as the students feeds it to the teacher.<br />
<br />
2. Teacher will do guided reading on the History of Communication during the Civil War. Teacher will tell students how the military communicated during the Civil War, such a telegraph, newspaper and photography <br />
<br />
3. Students will view the video Communication during the Civil War.<br />
<br />
<br />
=== Procedures ===<br />
<br />
<br />
1. Readings and questions: Use of differing reading levels will allow the teacher to differentiate within the class. Make use of various reading strategies such as: Shared Reading, Jig-Saw Reading and teacher read ‘out loud.’<br />
<br />
2. Students will be divided into small groups.<br />
a. Group for the past – Students will research communication during the Civil War.<br />
b. Group for the present – Students will research communication during the War in the Middle East (Iraq)<br />
<br />
3. Students will present past and present history of communication they may use posters, charts, and video clips to demonstrate. <br />
<br />
=== Accommodations ===<br />
<br />
1. Grade level rubrics will be used<br />
<br />
2. Reading level materials<br />
<br />
3. Assignments for the presentation<br />
<br />
4. Modification - rubric<br />
<br />
<br />
<br />
=== Assessment ===<br />
<br />
1. Students will participate in class discussions<br />
<br />
2. Students will complete a research paper<br />
<br />
3. Students will participate in a presentation to the class <br />
<br />
<br />
=== Integration ===<br />
<br />
<br />
1. Students will use literacy skills throughout the lesson.<br />
<br />
2. Language arts writing task will be incorporated into class discussion review question after presentation.<br />
<br />
<br />
=== Closure ===<br />
<br />
1. Students will use white boards to answer trivia questions after presentations. <br />
<br />
2.Which of the communication inventions during the Civil War are now obsolete? What replaced it? <br />
<br />
3. Writing Task: Describe how the telegraph, photography or newspaper moved messages during the Civil War? ( two paragraphs) <br />
<br />
Whole group: Use Venn diagram compare &amp; contrast past/present communication of Civil War and Middle East War/s<br />
<br />
<br />
<br />
=== Resources ===<br />
<br />
http://www.lessonplanspage.com/sslaindepthcivilwraplan5-htm/<br />
http://www.smplanet.com/civilwar/civilwar.html <br />
http://www.kidport.com/reflib/usahistory/civilwar/communication.htm<br />
http://www.pbs.org/opb/historydetectives/feature/civil-war-innovations/<br />
http://www.youtube.com/watch?v=VmVtyoNeR7k</div>Administrator2http://ethw.org/w/index.php?title=Education:Rise_of_Telecommunications:_Societal_impact_in_the_19th_Century_vs._Societal_impact_in_the_21st_Century&diff=87458Education:Rise of Telecommunications: Societal impact in the 19th Century vs. Societal impact in the 21st Century2013-05-08T18:44:04Z<p>Administrator2: Created page with &quot;=== Grade/Subject === 10th/11th – U.S. History === Time Required for Completed Lesson === Two 80 minute blocks or four 40 minute classes === NJCCCS === 6.1.12.D.5.a 6.1...&quot;</p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
10th/11th – U.S. History<br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
Two 80 minute blocks or four 40 minute classes<br />
<br />
=== NJCCCS ===<br />
<br />
6.1.12.D.5.a<br />
6.1.12.D.6.a<br />
6.1.12.A.16.a<br />
6.1.12.C.16.a<br />
<br />
=== Common Core State Standards ===<br />
<br />
RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources.<br />
<br />
RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.<br />
<br />
<br />
=== Materials ===<br />
<br />
1. Computer with projector and screen<br />
2. Internet access/PowerPoint (computer lab)<br />
3. Chart paper/markers<br />
<br />
<br />
=== Anticipatory Set ===<br />
<br />
Have students answer this question for homework prior to the lesson: What changes in communication technology have occurred between the end of the 19th century and present day?<br />
<br />
=== Procedures ===<br />
<br />
1. Do Now: Have students work in small groups and discuss the answers they came up with for their homework question.<br />
<br />
2. Have each group make a chart listing communication technology at the end of the 19th century and communication technology in present day and then share their answers as part of a class discussion. As part of the class discussion, the students will come to a class consensus list of 19th and 21st century communication technology to be used by each group going forward in the lesson.<br />
<br />
3. After discussing the student answers, the students will continue to work in their groups and evaluate the economic, political, and social impact of both their 19th century communication technology list and their 21st century communication technology list on both individuals and nations. Students should have access to the internet to research answers as necessary, and the availability of PowerPoint or some other presentation program to create a presentation of their information.<br />
<br />
4. Upon completion of their created presentations, each group will present their presentations to the class.<br />
<br />
5. Upon completion of their presentations, students will view the YouTube video Media Studies: History of Media http://www.youtube.com/watch?v=Vm5Zgkwnp_g&amp;feature=related, and then be given the following individual assignment: Use any technology you choose to present the answer to the following question: What 3 significant changes in communication technology do you anticipate occurring in the next 25 years, and what economic, political, and social impact will these technological changes have on both individuals and nations?<br />
<br />
<br />
=== Accommodations ===<br />
<br />
1. Special attention to grouping of special needs students.<br />
2. Those needing extended time to complete work will be accommodated.<br />
<br />
<br />
=== Assessment ===<br />
<br />
1. Student created (group) presentations evaluating the economic, political, and social impact of both their 19th century communication technology list and their 21st century communication technology list on both individuals and nations. You must use a minimum of 2 primary or secondary sources to support your answers and provide proper work citations. <br />
<br />
2. Student created (individual) presentations evaluating the economic, political, and social impact of their anticipated changes in communication technology over the next 25 years on both individuals and nations.<br />
<br />
<br />
=== Integration ===<br />
<br />
Science/Language Arts/Technology<br />
<br />
=== Closure ===<br />
<br />
Explaining the homework (assessment/evaluation) will be the closing of the lesson. <br />
<br />
=== Resources ===<br />
<br />
http://www.youtube.com/watch?v=Vm5Zgkwnp_g&amp;feature=related<br />
<br />
Submitted by: Thomas Glen, Social Studies, Arts High School</div>Administrator2http://ethw.org/w/index.php?title=Education:A_Newspaper_in_time_-_an_Abolitionist_Account&diff=87457Education:A Newspaper in time - an Abolitionist Account2013-05-08T18:29:44Z<p>Administrator2: </p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
9-11th grade <br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
Three block periods <br />
<br />
=== NJCCCS ===<br />
<br />
6.1.12.A.3.h<br />
6.2.12.D.1.b<br />
6.3.12.A.2<br />
6.1.12.A.3.f<br />
6.1.12.A.6.b<br />
8.1.12.A.2<br />
<br />
<br />
=== Common Core State Standards ===<br />
<br />
WHST.9-10.1a<br />
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.<br />
<br />
WHST.9-10.1b<br />
Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. <br />
<br />
WHST.9-10.1d<br />
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.<br />
<br />
WHST.9-10.1e<br />
Provide a concluding statement or section that follows from or supports the argument presented.<br />
<br />
WHST.9-10.2<br />
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.<br />
<br />
WHST.9-10.2a<br />
Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.<br />
<br />
WHST.9-10.2b<br />
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.<br />
<br />
WHST.9-10.2c<br />
Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.<br />
<br />
WHST.9-10.2d<br />
Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.<br />
<br />
WHST.9-10.5<br />
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.<br />
<br />
WHST.9-10.6<br />
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.<br />
<br />
WHST.9-10.7<br />
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.<br />
<br />
WHST.11-12.6<br />
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.<br />
<br />
<br />
=== Materials ===<br />
<br />
MS Publisher, texts on abolitionists, copies of abolitionist newspapers, directions (see below), current newspapers<br />
<br />
=== Anticipatory Set ===<br />
<br />
1. Discuss with students the way communication spread in the United States in the 1800s<br />
<br />
2. Teach students the functions of MS publisher<br />
<br />
<br />
=== Procedures ===<br />
<br />
1. Have students read a current newspaper and discuss the layout of the paper <br />
<br />
2. Discuss with students the abolitionist movement pre Civil War <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. Why were they important for the end of slavery <br />
<br />
3. Have students read about Frederick Douglass, William Lloyd Garrison and other abolitionists <br />
<br />
4. Discuss how communication is done in the modern world (cell phones, email, etc.) <br />
<br />
5. Ask students how communication was spread in the 1800s without the internet a. Discuss difficulties b. How those issues were overcame <br />
<br />
6. Students then will create a newspaper on MS Publisher through the lens of an abolitionist<br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. Students can imagine they are writing from NJ to readers in the South<br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; i. Students must select a location in the South<br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; ii. Research how that town in the south feels about Slavery <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; b. Students must put era-appropriate images on the Newspaper <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; c. Students are writing about why slavery is evil, immoral and anti-American<br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; i. This should be at least 4-5 paragraphs convincing them to relinquish slavery<br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; d. Students then do a peer edit on each other’s papers <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; e. Students then print out their newspapers for a presentation and to display<br />
<br />
=== Accommodations ===<br />
<br />
Tap into the students prior knowledge pertaining to, slavery, the Civil War and Newspapers.<br />
<br />
For students who are kinesthetic and visual, they will be able to hold a newspaper and observe the layout of a newspaper.<br />
<br />
For ESL students, provide a Spanish newspaper so they can relate to the concept of creating a paper and have them work with a partner on creating the newspaper project<br />
<br />
The teacher can model for the students what a finished product looks like to help clarify concerns or questions.<br />
<br />
If students are having difficulty with the assignment, students can have extended time.<br />
<br />
=== Assessment ===<br />
<br />
1. Class discussion <br />
<br />
2. Peer edit <br />
<br />
3. Presentation <br />
<br />
=== Integration ===<br />
<br />
Students will use geography and technology to accomplish the lesson. Literacy is used throughout the activity through reading, writing and editing.<br />
<br />
=== Closure ===<br />
<br />
1. Possible questions to ask the students are: <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. Use of MS Publisher <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; b. How did you figure out what to write <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; c. Who were you writing to and what did you expect as a response <br />
<br />
&lt;br&gt; <br />
<br />
2. As an extension, direct students to have their parents buy them a newspaper and read a section of interest and then use the internet to find that story <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. Ask them which one was the most efficient communication piece and why <br />
<br />
&lt;br&gt; <br />
<br />
3. Discuss with students how communication changes over time <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. Students can do extra research on its evolution <br />
<br />
&lt;br&gt; <br />
<br />
4. According to IEEE’s Dr. Hochheiser, one can see the evolution of printed communication and its impact on the US Civil War. <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. With the advent of the printing press in 1453, more news/technology become part of the more complex system of communication <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; b. Newspapers led to informed citizenry, thus leading to the spread of abolitionist rhetoric, which became the leading catalyst of the US Civil War.<br />
<br />
=== Resources ===<br />
<br />
&lt;u&gt;Background Information&lt;/u&gt; <br />
<br />
Free Northern blacks and their enslaved Southern brethren participated in personal as well as organized acts of resistance against slavery. In the North, African Americans faced huge odds and the systematic violation of their civil liberties. Consequently, many fervently supported the abolitionist cause with both open and surreptitious acts of rebellion. Northern blacks began forming groups to support the cause for freedom. As early as 1817, black Philadelphians formally protested African colonization, and by the late 1820s, black participation in anti-slavery societies had proliferated throughout the northeastern United States. <br />
<br />
Abolitionists newspapers, such as William Lloyd Garrison’s The Liberator, funded abolitionist activities, thanks to the consistent and generous financial support of black activists, who made up the majority of the paper’s subscribers in its early, critical years. Former slaves and descendants of slaves also published their own newspapers to deliver powerful testimonies against slavery, at the risk of being enslaved themselves. <br />
<br />
Fierce words and vivid images were among the tools that radical “immediatist” abolitionists used to further their cause. Instead of gently pleading their case, they employed sensational language to shock people into action against slavery. On posters for abolitionist rallies and meetings, the fervor of the language is matched only by its physical, typographical boldness and size. This poster's appeal to the “Citizens of Boston” and “Sons of Otis, and Hancock” to “see that Massachusetts Laws are not outraged with your consent,” conjures up the signers and the principles of the Declaration of Independence to stir the reader to act in favor of the cause. http://rmc.library.cornell.edu/abolitionism/spread_word.htm <br />
<br />
http://rmc.library.cornell.edu/abolitionism/spread_word.htm, <br />
<br />
http://www.loc.gov/exhibits/african/afam006.html <br />
<br />
http://www.loc.gov/rr/news/ <br />
<br />
http://www.officetutorials.com/publishertutorials.htm <br />
<br />
&lt;br&gt; Submitted by: David Lugo, Social Studies Teacher, Mercer County Technical School</div>Administrator2http://ethw.org/w/index.php?title=Education:A_Newspaper_in_time_-_an_Abolitionist_Account&diff=87456Education:A Newspaper in time - an Abolitionist Account2013-05-08T18:28:55Z<p>Administrator2: </p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
9-11th grade <br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
Three block periods <br />
<br />
=== NJCCCS ===<br />
<br />
6.1.12.A.3.h<br />
6.2.12.D.1.b<br />
6.3.12.A.2<br />
6.1.12.A.3.f<br />
6.1.12.A.6.b<br />
8.1.12.A.2<br />
<br />
<br />
=== Common Core State Standards ===<br />
<br />
WHST.9-10.1a<br />
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.<br />
<br />
WHST.9-10.1b<br />
Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. <br />
<br />
WHST.9-10.1d<br />
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.<br />
<br />
WHST.9-10.1e<br />
Provide a concluding statement or section that follows from or supports the argument presented.<br />
<br />
WHST.9-10.2<br />
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.<br />
<br />
WHST.9-10.2a<br />
Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.<br />
<br />
WHST.9-10.2b<br />
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.<br />
<br />
WHST.9-10.2c<br />
Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.<br />
<br />
WHST.9-10.2d<br />
Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.<br />
<br />
WHST.9-10.5<br />
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.<br />
<br />
WHST.9-10.6<br />
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.<br />
<br />
WHST.9-10.7<br />
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.<br />
<br />
WHST.11-12.6<br />
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.<br />
<br />
<br />
=== Materials ===<br />
<br />
MS Publisher, texts on abolitionists, copies of abolitionist newspapers, directions (see below), current newspapers<br />
<br />
=== Anticipatory Set ===<br />
<br />
1. Discuss with students the way communication spread in the United States in the 1800s<br />
<br />
2. Teach students the functions of MS publisher<br />
<br />
<br />
=== Procedures ===<br />
<br />
1. Have students read a current newspaper and discuss the layout of the paper <br />
<br />
2. Discuss with students the abolitionist movement pre Civil War <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. Why were they important for the end of slavery <br />
<br />
3. Have students read about Frederick Douglass, William Lloyd Garrison and other abolitionists <br />
<br />
4. Discuss how communication is done in the modern world (cell phones, email, etc.) <br />
<br />
5. Ask students how communication was spread in the 1800s without the internet a. Discuss difficulties b. How those issues were overcame <br />
<br />
6. Students then will create a newspaper on MS Publisher through the lens of an abolitionist<br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. Students can imagine they are writing from NJ to readers in the South<br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; i. Students must select a location in the South<br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; ii. Research how that town in the south feels about Slavery <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; b. Students must put era-appropriate images on the Newspaper <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; c. Students are writing about why slavery is evil, immoral and anti-American<br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; i. This should be at least 4-5 paragraphs convincing them to relinquish slavery<br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; d. Students then do a peer edit on each other’s papers <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; e. Students then print out their newspapers for a presentation and to display<br />
<br />
=== Accommodations ===<br />
<br />
Tap into the students prior knowledge pertaining to, slavery, the Civil War and Newspapers.<br />
<br />
For students who are kinesthetic and visual, they will be able to hold a newspaper and observe the layout of a newspaper.<br />
<br />
For ESL students, provide a Spanish newspaper so they can relate to the concept of creating a paper and have them work with a partner on creating the newspaper project<br />
<br />
The teacher can model for the students what a finished product looks like to help clarify concerns or questions.<br />
<br />
If students are having difficulty with the assignment, students can have extended time.<br />
<br />
=== Assessment ===<br />
<br />
1. Class discussion <br />
<br />
2. Peer edit <br />
<br />
3. Presentation <br />
<br />
=== Integration ===<br />
<br />
Students will use geography and technology to accomplish the lesson. Literacy is used throughout the activity through reading, writing and editing.<br />
<br />
=== Closure ===<br />
<br />
1. Possible questions to ask the students are: <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. Use of MS Publisher <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; b. How did you figure out what to write <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; c. Who were you writing to and what did you expect as a response <br />
<br />
&lt;br&gt; <br />
<br />
2. As an extension, direct students to have their parents buy them a newspaper and read a section of interest and then use the internet to find that story <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. Ask them which one was the most efficient communication piece and why <br />
<br />
&lt;br&gt; <br />
<br />
3. Discuss with students how communication changes over time <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. Students can do extra research on its evolution <br />
<br />
&lt;br&gt; <br />
<br />
4. According to IEEE’s Dr. Hochheiser, one can see the evolution of printed communication and its impact on the US Civil War. <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. With the advent of the printing press in 1453, more news/technology become part of the more complex system of communication <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; b. Newspapers led to informed citizenry, thus leading to the spread of abolitionist rhetoric, which became the leading catalyst of the US Civil War.<br />
<br />
=== Resources ===<br />
<br />
&lt;u&gt;Background Information&lt;/u&gt; <br />
<br />
Free Northern blacks and their enslaved Southern brethren participated in personal as well as organized acts of resistance against slavery. In the North, African Americans faced huge odds and the systematic violation of their civil liberties. Consequently, many fervently supported the abolitionist cause with both open and surreptitious acts of rebellion. Northern blacks began forming groups to support the cause for freedom. As early as 1817, black Philadelphians formally protested African colonization, and by the late 1820s, black participation in anti-slavery societies had proliferated throughout the northeastern United States. <br />
<br />
Abolitionists newspapers, such as William Lloyd Garrison’s The Liberator, funded abolitionist activities, thanks to the consistent and generous financial support of black activists, who made up the majority of the paper’s subscribers in its early, critical years. Former slaves and descendants of slaves also published their own newspapers to deliver powerful testimonies against slavery, at the risk of being enslaved themselves. <br />
<br />
Fierce words and vivid images were among the tools that radical “immediatist” abolitionists used to further their cause. Instead of gently pleading their case, they employed sensational language to shock people into action against slavery. On posters for abolitionist rallies and meetings, the fervor of the language is matched only by its physical, typographical boldness and size. This poster's appeal to the “Citizens of Boston” and “Sons of Otis, and Hancock” to “see that Massachusetts Laws are not outraged with your consent,” conjures up the signers and the principles of the Declaration of Independence to stir the reader to act in favor of the cause. http://rmc.library.cornell.edu/abolitionism/spread_word.htm<br />
<br />
http://rmc.library.cornell.edu/abolitionism/spread_word.htm, http://www.loc.gov/exhibits/african/afam006.html<br />
http://www.loc.gov/rr/news/<br />
http://www.officetutorials.com/publishertutorials.htm<br />
<br />
<br />
Submitted by: David Lugo, Social Studies Teacher, Mercer County Technical School</div>Administrator2http://ethw.org/w/index.php?title=Education:A_Newspaper_in_time_-_an_Abolitionist_Account&diff=87455Education:A Newspaper in time - an Abolitionist Account2013-05-08T18:28:05Z<p>Administrator2: </p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
9-11th grade <br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
Three block periods <br />
<br />
=== NJCCCS ===<br />
<br />
6.1.12.A.3.h<br />
6.2.12.D.1.b<br />
6.3.12.A.2<br />
6.1.12.A.3.f<br />
6.1.12.A.6.b<br />
8.1.12.A.2<br />
<br />
<br />
=== Common Core State Standards ===<br />
<br />
WHST.9-10.1a<br />
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.<br />
<br />
WHST.9-10.1b<br />
Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. <br />
<br />
WHST.9-10.1d<br />
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.<br />
<br />
WHST.9-10.1e<br />
Provide a concluding statement or section that follows from or supports the argument presented.<br />
<br />
WHST.9-10.2<br />
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.<br />
<br />
WHST.9-10.2a<br />
Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.<br />
<br />
WHST.9-10.2b<br />
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.<br />
<br />
WHST.9-10.2c<br />
Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.<br />
<br />
WHST.9-10.2d<br />
Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.<br />
<br />
WHST.9-10.5<br />
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.<br />
<br />
WHST.9-10.6<br />
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.<br />
<br />
WHST.9-10.7<br />
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.<br />
<br />
WHST.11-12.6<br />
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.<br />
<br />
<br />
=== Materials ===<br />
<br />
MS Publisher, texts on abolitionists, copies of abolitionist newspapers, directions (see below), current newspapers<br />
<br />
=== Anticipatory Set ===<br />
<br />
1. Discuss with students the way communication spread in the United States in the 1800s<br />
<br />
2. Teach students the functions of MS publisher<br />
<br />
<br />
=== Procedures ===<br />
<br />
1. Have students read a current newspaper and discuss the layout of the paper <br />
<br />
2. Discuss with students the abolitionist movement pre Civil War <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. Why were they important for the end of slavery <br />
<br />
3. Have students read about Frederick Douglass, William Lloyd Garrison and other abolitionists <br />
<br />
4. Discuss how communication is done in the modern world (cell phones, email, etc.) <br />
<br />
5. Ask students how communication was spread in the 1800s without the internet a. Discuss difficulties b. How those issues were overcame <br />
<br />
6. Students then will create a newspaper on MS Publisher through the lens of an abolitionist<br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. Students can imagine they are writing from NJ to readers in the South<br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; i. Students must select a location in the South<br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; ii. Research how that town in the south feels about Slavery <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; b. Students must put era-appropriate images on the Newspaper <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; c. Students are writing about why slavery is evil, immoral and anti-American<br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; i. This should be at least 4-5 paragraphs convincing them to relinquish slavery<br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; d. Students then do a peer edit on each other’s papers <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; e. Students then print out their newspapers for a presentation and to display<br />
<br />
=== Accommodations ===<br />
<br />
Tap into the students prior knowledge pertaining to, slavery, the Civil War and Newspapers.<br />
<br />
For students who are kinesthetic and visual, they will be able to hold a newspaper and observe the layout of a newspaper.<br />
<br />
For ESL students, provide a Spanish newspaper so they can relate to the concept of creating a paper and have them work with a partner on creating the newspaper project<br />
<br />
The teacher can model for the students what a finished product looks like to help clarify concerns or questions.<br />
<br />
If students are having difficulty with the assignment, students can have extended time.<br />
<br />
=== Assessment ===<br />
<br />
1. Class discussion <br />
<br />
2. Peer edit <br />
<br />
3. Presentation <br />
<br />
=== Integration ===<br />
<br />
Students will use geography and technology to accomplish the lesson. Literacy is used throughout the activity through reading, writing and editing.<br />
<br />
=== Closure ===<br />
<br />
1. Possible questions to ask the students are: <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. Use of MS Publisher <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; b. How did you figure out what to write <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; c. Who were you writing to and what did you expect as a response <br />
<br />
&lt;br&gt; <br />
<br />
2. As an extension, direct students to have their parents buy them a newspaper and read a section of interest and then use the internet to find that story <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. Ask them which one was the most efficient communication piece and why <br />
<br />
&lt;br&gt; <br />
<br />
3. Discuss with students how communication changes over time <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. Students can do extra research on its evolution <br />
<br />
&lt;br&gt; <br />
<br />
4. According to IEEE’s Dr. Hochheiser, one can see the evolution of printed communication and its impact on the US Civil War. <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. With the advent of the printing press in 1453, more news/technology become part of the more complex system of communication <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; b. Newspapers led to informed citizenry, thus leading to the spread of abolitionist rhetoric, which became the leading catalyst of the US Civil War.<br />
<br />
=== Resources ===<br />
<br />
&lt;u&gt;Background Information&lt;/u&gt; <br />
<br />
Free Northern blacks and their enslaved Southern brethren participated in personal as well as organized acts of resistance against slavery. In the North, African Americans faced huge odds and the systematic violation of their civil liberties. Consequently, many fervently supported the abolitionist cause with both open and surreptitious acts of rebellion. Northern blacks began forming groups to support the cause for freedom. As early as 1817, black Philadelphians formally protested African colonization, and by the late 1820s, black participation in anti-slavery societies had proliferated throughout the northeastern United States. <br />
<br />
Abolitionists newspapers, such as William Lloyd Garrison’s The Liberator, funded abolitionist activities, thanks to the consistent and generous financial support of black activists, who made up the majority of the paper’s subscribers in its early, critical years. Former slaves and descendants of slaves also published their own newspapers to deliver powerful testimonies against slavery, at the risk of being enslaved themselves. <br />
<br />
Fierce words and vivid images were among the tools that radical “immediatist” abolitionists used to further their cause. Instead of gently pleading their case, they employed sensational language to shock people into action against slavery. On posters for abolitionist rallies and meetings, the fervor of the language is matched only by its physical, typographical boldness and size. This poster's appeal to the “Citizens of Boston” and “Sons of Otis, and Hancock” to “see that Massachusetts Laws are not outraged with your consent,” conjures up the signers and the principles of the Declaration of Independence to stir the reader to act in favor of the cause. http://rmc.library.cornell.edu/abolitionism/spread_word.htm</div>Administrator2http://ethw.org/w/index.php?title=Education:A_Newspaper_in_time_-_an_Abolitionist_Account&diff=87454Education:A Newspaper in time - an Abolitionist Account2013-05-08T18:26:58Z<p>Administrator2: </p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
9-11th grade <br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
Three block periods <br />
<br />
=== NJCCCS ===<br />
<br />
6.1.12.A.3.h<br />
6.2.12.D.1.b<br />
6.3.12.A.2<br />
6.1.12.A.3.f<br />
6.1.12.A.6.b<br />
8.1.12.A.2<br />
<br />
<br />
=== Common Core State Standards ===<br />
<br />
WHST.9-10.1a<br />
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.<br />
<br />
WHST.9-10.1b<br />
Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. <br />
<br />
WHST.9-10.1d<br />
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.<br />
<br />
WHST.9-10.1e<br />
Provide a concluding statement or section that follows from or supports the argument presented.<br />
<br />
WHST.9-10.2<br />
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.<br />
<br />
WHST.9-10.2a<br />
Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.<br />
<br />
WHST.9-10.2b<br />
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.<br />
<br />
WHST.9-10.2c<br />
Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.<br />
<br />
WHST.9-10.2d<br />
Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.<br />
<br />
WHST.9-10.5<br />
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.<br />
<br />
WHST.9-10.6<br />
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.<br />
<br />
WHST.9-10.7<br />
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.<br />
<br />
WHST.11-12.6<br />
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.<br />
<br />
<br />
=== Materials ===<br />
<br />
MS Publisher, texts on abolitionists, copies of abolitionist newspapers, directions (see below), current newspapers<br />
<br />
=== Anticipatory Set ===<br />
<br />
1. Discuss with students the way communication spread in the United States in the 1800s<br />
<br />
2. Teach students the functions of MS publisher<br />
<br />
<br />
=== Procedures ===<br />
<br />
1. Have students read a current newspaper and discuss the layout of the paper <br />
<br />
2. Discuss with students the abolitionist movement pre Civil War <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. Why were they important for the end of slavery <br />
<br />
3. Have students read about Frederick Douglass, William Lloyd Garrison and other abolitionists <br />
<br />
4. Discuss how communication is done in the modern world (cell phones, email, etc.) <br />
<br />
5. Ask students how communication was spread in the 1800s without the internet a. Discuss difficulties b. How those issues were overcame <br />
<br />
6. Students then will create a newspaper on MS Publisher through the lens of an abolitionist<br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. Students can imagine they are writing from NJ to readers in the South<br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; i. Students must select a location in the South<br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; ii. Research how that town in the south feels about Slavery <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; b. Students must put era-appropriate images on the Newspaper <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; c. Students are writing about why slavery is evil, immoral and anti-American<br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; i. This should be at least 4-5 paragraphs convincing them to relinquish slavery<br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; d. Students then do a peer edit on each other’s papers <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; e. Students then print out their newspapers for a presentation and to display<br />
<br />
=== Accommodations ===<br />
<br />
Tap into the students prior knowledge pertaining to, slavery, the Civil War and Newspapers.<br />
<br />
For students who are kinesthetic and visual, they will be able to hold a newspaper and observe the layout of a newspaper.<br />
<br />
For ESL students, provide a Spanish newspaper so they can relate to the concept of creating a paper and have them work with a partner on creating the newspaper project<br />
<br />
The teacher can model for the students what a finished product looks like to help clarify concerns or questions.<br />
<br />
If students are having difficulty with the assignment, students can have extended time.<br />
<br />
=== Assessment ===<br />
<br />
1. Class discussion <br />
<br />
2. Peer edit <br />
<br />
3. Presentation <br />
<br />
=== Integration ===<br />
<br />
Students will use geography and technology to accomplish the lesson. Literacy is used throughout the activity through reading, writing and editing.<br />
<br />
=== Closure ===<br />
<br />
1. Possible questions to ask the students are: <br />
<br />
a. Use of MS Publisher <br />
<br />
b. How did you figure out what to write <br />
<br />
c. Who were you writing to and what did you expect as a response <br />
<br />
<br />
<br />
2. As an extension, direct students to have their parents buy them a newspaper and read a section of interest and then use the internet to find that story <br />
<br />
a. Ask them which one was the most efficient communication piece and why <br />
<br />
<br />
<br />
3. Discuss with students how communication changes over time <br />
<br />
a. Students can do extra research on its evolution <br />
<br />
<br />
<br />
4. According to IEEE’s Dr. Hochheiser, one can see the evolution of printed communication and its impact on the US Civil War. <br />
<br />
a. With the advent of the printing press in 1453, more news/technology become part of the more complex system of communication <br />
b. Newspapers led to informed citizenry, thus leading to the spread of abolitionist rhetoric, which became the leading catalyst of the US Civil War.<br />
<br />
=== Resources ===<br />
<br />
&lt;u&gt;Background Information&lt;/u&gt; <br />
<br />
Free Northern blacks and their enslaved Southern brethren participated in personal as well as organized acts of resistance against slavery. In the North, African Americans faced huge odds and the systematic violation of their civil liberties. Consequently, many fervently supported the abolitionist cause with both open and surreptitious acts of rebellion. Northern blacks began forming groups to support the cause for freedom. As early as 1817, black Philadelphians formally protested African colonization, and by the late 1820s, black participation in anti-slavery societies had proliferated throughout the northeastern United States. <br />
<br />
Abolitionists newspapers, such as William Lloyd Garrison’s The Liberator, funded abolitionist activities, thanks to the consistent and generous financial support of black activists, who made up the majority of the paper’s subscribers in its early, critical years. Former slaves and descendants of slaves also published their own newspapers to deliver powerful testimonies against slavery, at the risk of being enslaved themselves. <br />
<br />
Fierce words and vivid images were among the tools that radical “immediatist” abolitionists used to further their cause. Instead of gently pleading their case, they employed sensational language to shock people into action against slavery. On posters for abolitionist rallies and meetings, the fervor of the language is matched only by its physical, typographical boldness and size. This poster's appeal to the “Citizens of Boston” and “Sons of Otis, and Hancock” to “see that Massachusetts Laws are not outraged with your consent,” conjures up the signers and the principles of the Declaration of Independence to stir the reader to act in favor of the cause. http://rmc.library.cornell.edu/abolitionism/spread_word.htm</div>Administrator2http://ethw.org/w/index.php?title=Education:A_Newspaper_in_time_-_an_Abolitionist_Account&diff=87453Education:A Newspaper in time - an Abolitionist Account2013-05-08T18:25:35Z<p>Administrator2: </p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
9-11th grade <br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
Three block periods <br />
<br />
=== NJCCCS ===<br />
<br />
6.1.12.A.3.h<br />
6.2.12.D.1.b<br />
6.3.12.A.2<br />
6.1.12.A.3.f<br />
6.1.12.A.6.b<br />
8.1.12.A.2<br />
<br />
<br />
=== Common Core State Standards ===<br />
<br />
WHST.9-10.1a<br />
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.<br />
<br />
WHST.9-10.1b<br />
Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. <br />
<br />
WHST.9-10.1d<br />
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.<br />
<br />
WHST.9-10.1e<br />
Provide a concluding statement or section that follows from or supports the argument presented.<br />
<br />
WHST.9-10.2<br />
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.<br />
<br />
WHST.9-10.2a<br />
Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.<br />
<br />
WHST.9-10.2b<br />
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.<br />
<br />
WHST.9-10.2c<br />
Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.<br />
<br />
WHST.9-10.2d<br />
Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.<br />
<br />
WHST.9-10.5<br />
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.<br />
<br />
WHST.9-10.6<br />
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.<br />
<br />
WHST.9-10.7<br />
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.<br />
<br />
WHST.11-12.6<br />
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.<br />
<br />
<br />
=== Materials ===<br />
<br />
MS Publisher, texts on abolitionists, copies of abolitionist newspapers, directions (see below), current newspapers<br />
<br />
=== Anticipatory Set ===<br />
<br />
1. Discuss with students the way communication spread in the United States in the 1800s<br />
<br />
2. Teach students the functions of MS publisher<br />
<br />
<br />
=== Procedures ===<br />
<br />
1. Have students read a current newspaper and discuss the layout of the paper <br />
<br />
2. Discuss with students the abolitionist movement pre Civil War <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. Why were they important for the end of slavery <br />
<br />
3. Have students read about Frederick Douglass, William Lloyd Garrison and other abolitionists <br />
<br />
4. Discuss how communication is done in the modern world (cell phones, email, etc.) <br />
<br />
5. Ask students how communication was spread in the 1800s without the internet a. Discuss difficulties b. How those issues were overcame <br />
<br />
6. Students then will create a newspaper on MS Publisher through the lens of an abolitionist<br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. Students can imagine they are writing from NJ to readers in the South<br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; i. Students must select a location in the South<br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; ii. Research how that town in the south feels about Slavery <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; b. Students must put era-appropriate images on the Newspaper <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; c. Students are writing about why slavery is evil, immoral and anti-American<br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; i. This should be at least 4-5 paragraphs convincing them to relinquish slavery<br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; d. Students then do a peer edit on each other’s papers <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; e. Students then print out their newspapers for a presentation and to display<br />
<br />
=== Accommodations ===<br />
<br />
Tap into the students prior knowledge pertaining to, slavery, the Civil War and Newspapers.<br />
<br />
For students who are kinesthetic and visual, they will be able to hold a newspaper and observe the layout of a newspaper.<br />
<br />
For ESL students, provide a Spanish newspaper so they can relate to the concept of creating a paper and have them work with a partner on creating the newspaper project<br />
<br />
The teacher can model for the students what a finished product looks like to help clarify concerns or questions.<br />
<br />
If students are having difficulty with the assignment, students can have extended time.<br />
<br />
=== Assessment ===<br />
<br />
1. Class discussion <br />
<br />
2. Peer edit <br />
<br />
3. Presentation <br />
<br />
=== Integration ===<br />
<br />
Students will use geography and technology to accomplish the lesson. Literacy is used throughout the activity through reading, writing and editing.<br />
<br />
=== Closure ===<br />
<br />
1. Possible questions to ask the students are: <br />
<br />
a. Use of MS Publisher<br />
b. How did you figure out what to write<br />
c. Who were you writing to and what did you expect as a response<br />
<br />
2. As an extension, direct students to have their parents buy them a newspaper and read a section of interest and then use the internet to find that story <br />
<br />
a. Ask them which one was the most efficient communication piece and why<br />
<br />
3. Discuss with students how communication changes over time <br />
<br />
a. Students can do extra research on its evolution<br />
<br />
4. According to IEEE’s Dr. Hochheiser, one can see the evolution of printed communication and its impact on the US Civil War. <br />
<br />
a. With the advent of the printing press in 1453, more news/technology become part of the more complex system of communication<br />
b. Newspapers led to informed citizenry, thus leading to the spread of abolitionist rhetoric, which became the leading catalyst of the US Civil War.<br />
<br />
=== Resources ===<br />
<br />
&lt;u&gt;Background Information&lt;/u&gt; <br />
<br />
Free Northern blacks and their enslaved Southern brethren participated in personal as well as organized acts of resistance against slavery. In the North, African Americans faced huge odds and the systematic violation of their civil liberties. Consequently, many fervently supported the abolitionist cause with both open and surreptitious acts of rebellion. Northern blacks began forming groups to support the cause for freedom. As early as 1817, black Philadelphians formally protested African colonization, and by the late 1820s, black participation in anti-slavery societies had proliferated throughout the northeastern United States. <br />
<br />
Abolitionists newspapers, such as William Lloyd Garrison’s The Liberator, funded abolitionist activities, thanks to the consistent and generous financial support of black activists, who made up the majority of the paper’s subscribers in its early, critical years. Former slaves and descendants of slaves also published their own newspapers to deliver powerful testimonies against slavery, at the risk of being enslaved themselves. <br />
<br />
Fierce words and vivid images were among the tools that radical “immediatist” abolitionists used to further their cause. Instead of gently pleading their case, they employed sensational language to shock people into action against slavery. On posters for abolitionist rallies and meetings, the fervor of the language is matched only by its physical, typographical boldness and size. This poster's appeal to the “Citizens of Boston” and “Sons of Otis, and Hancock” to “see that Massachusetts Laws are not outraged with your consent,” conjures up the signers and the principles of the Declaration of Independence to stir the reader to act in favor of the cause. http://rmc.library.cornell.edu/abolitionism/spread_word.htm</div>Administrator2http://ethw.org/w/index.php?title=Education:A_Newspaper_in_time_-_an_Abolitionist_Account&diff=87451Education:A Newspaper in time - an Abolitionist Account2013-05-08T18:24:44Z<p>Administrator2: </p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
9-11th grade <br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
Three block periods <br />
<br />
=== NJCCCS ===<br />
<br />
6.1.12.A.3.h<br />
6.2.12.D.1.b<br />
6.3.12.A.2<br />
6.1.12.A.3.f<br />
6.1.12.A.6.b<br />
8.1.12.A.2<br />
<br />
<br />
=== Common Core State Standards ===<br />
<br />
WHST.9-10.1a<br />
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.<br />
<br />
WHST.9-10.1b<br />
Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. <br />
<br />
WHST.9-10.1d<br />
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.<br />
<br />
WHST.9-10.1e<br />
Provide a concluding statement or section that follows from or supports the argument presented.<br />
<br />
WHST.9-10.2<br />
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.<br />
<br />
WHST.9-10.2a<br />
Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.<br />
<br />
WHST.9-10.2b<br />
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.<br />
<br />
WHST.9-10.2c<br />
Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.<br />
<br />
WHST.9-10.2d<br />
Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.<br />
<br />
WHST.9-10.5<br />
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.<br />
<br />
WHST.9-10.6<br />
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.<br />
<br />
WHST.9-10.7<br />
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.<br />
<br />
WHST.11-12.6<br />
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.<br />
<br />
<br />
=== Materials ===<br />
<br />
MS Publisher, texts on abolitionists, copies of abolitionist newspapers, directions (see below), current newspapers<br />
<br />
=== Anticipatory Set ===<br />
<br />
1. Discuss with students the way communication spread in the United States in the 1800s<br />
<br />
2. Teach students the functions of MS publisher<br />
<br />
<br />
=== Procedures ===<br />
<br />
1. Have students read a current newspaper and discuss the layout of the paper <br />
<br />
2. Discuss with students the abolitionist movement pre Civil War <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. Why were they important for the end of slavery <br />
<br />
3. Have students read about Frederick Douglass, William Lloyd Garrison and other abolitionists <br />
<br />
4. Discuss how communication is done in the modern world (cell phones, email, etc.) <br />
<br />
5. Ask students how communication was spread in the 1800s without the internet a. Discuss difficulties b. How those issues were overcame <br />
<br />
6. Students then will create a newspaper on MS Publisher through the lens of an abolitionist<br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. Students can imagine they are writing from NJ to readers in the South<br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; i. Students must select a location in the South<br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; ii. Research how that town in the south feels about Slavery <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; b. Students must put era-appropriate images on the Newspaper <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; c. Students are writing about why slavery is evil, immoral and anti-American<br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; i. This should be at least 4-5 paragraphs convincing them to relinquish slavery<br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; d. Students then do a peer edit on each other’s papers <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; e. Students then print out their newspapers for a presentation and to display<br />
<br />
=== Accommodations ===<br />
<br />
Tap into the students prior knowledge pertaining to, slavery, the Civil War and Newspapers.<br />
<br />
For students who are kinesthetic and visual, they will be able to hold a newspaper and observe the layout of a newspaper.<br />
<br />
For ESL students, provide a Spanish newspaper so they can relate to the concept of creating a paper and have them work with a partner on creating the newspaper project<br />
<br />
The teacher can model for the students what a finished product looks like to help clarify concerns or questions.<br />
<br />
If students are having difficulty with the assignment, students can have extended time.<br />
<br />
=== Assessment ===<br />
<br />
1. Class discussion <br />
<br />
2. Peer edit <br />
<br />
3. Presentation <br />
<br />
=== Integration ===<br />
<br />
Students will use geography and technology to accomplish the lesson. Literacy is used throughout the activity through reading, writing and editing.<br />
<br />
=== Closure ===<br />
<br />
1. Possible questions to ask the students are:<br />
a. Use of MS Publisher<br />
b. How did you figure out what to write<br />
c. Who were you writing to and what did you expect as a response<br />
<br />
2. As an extension, direct students to have their parents buy them a newspaper and read a section of interest and then use the internet to find that story<br />
a. Ask them which one was the most efficient communication piece and why<br />
<br />
3. Discuss with students how communication changes over time<br />
a. Students can do extra research on its evolution<br />
<br />
4. According to IEEE’s Dr. Hochheiser, one can see the evolution of printed communication and its impact on the US Civil War.<br />
a. With the advent of the printing press in 1453, more news/technology become part of the more complex system of communication<br />
b. Newspapers led to informed citizenry, thus leading to the spread of abolitionist rhetoric, which became the leading catalyst of the US Civil War.<br />
<br />
=== Resources ===<br />
<br />
&lt;u&gt;Background Information&lt;/u&gt; <br />
<br />
Free Northern blacks and their enslaved Southern brethren participated in personal as well as organized acts of resistance against slavery. In the North, African Americans faced huge odds and the systematic violation of their civil liberties. Consequently, many fervently supported the abolitionist cause with both open and surreptitious acts of rebellion. Northern blacks began forming groups to support the cause for freedom. As early as 1817, black Philadelphians formally protested African colonization, and by the late 1820s, black participation in anti-slavery societies had proliferated throughout the northeastern United States. <br />
<br />
Abolitionists newspapers, such as William Lloyd Garrison’s The Liberator, funded abolitionist activities, thanks to the consistent and generous financial support of black activists, who made up the majority of the paper’s subscribers in its early, critical years. Former slaves and descendants of slaves also published their own newspapers to deliver powerful testimonies against slavery, at the risk of being enslaved themselves. <br />
<br />
Fierce words and vivid images were among the tools that radical “immediatist” abolitionists used to further their cause. Instead of gently pleading their case, they employed sensational language to shock people into action against slavery. On posters for abolitionist rallies and meetings, the fervor of the language is matched only by its physical, typographical boldness and size. This poster's appeal to the “Citizens of Boston” and “Sons of Otis, and Hancock” to “see that Massachusetts Laws are not outraged with your consent,” conjures up the signers and the principles of the Declaration of Independence to stir the reader to act in favor of the cause. http://rmc.library.cornell.edu/abolitionism/spread_word.htm</div>Administrator2http://ethw.org/w/index.php?title=Education:A_Newspaper_in_time_-_an_Abolitionist_Account&diff=87446Education:A Newspaper in time - an Abolitionist Account2013-05-08T18:22:47Z<p>Administrator2: </p>
<hr />
<div>=== Grade/Subject ===<br />
<br />
9-11th grade <br />
<br />
=== Time Required for Completed Lesson ===<br />
<br />
Three block periods <br />
<br />
=== NJCCCS ===<br />
<br />
6.1.12.A.3.h<br />
6.2.12.D.1.b<br />
6.3.12.A.2<br />
6.1.12.A.3.f<br />
6.1.12.A.6.b<br />
8.1.12.A.2<br />
<br />
<br />
=== Common Core State Standards ===<br />
<br />
WHST.9-10.1a<br />
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.<br />
<br />
WHST.9-10.1b<br />
Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audience’s knowledge level and concerns. <br />
<br />
WHST.9-10.1d<br />
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.<br />
<br />
WHST.9-10.1e<br />
Provide a concluding statement or section that follows from or supports the argument presented.<br />
<br />
WHST.9-10.2<br />
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.<br />
<br />
WHST.9-10.2a<br />
Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.<br />
<br />
WHST.9-10.2b<br />
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.<br />
<br />
WHST.9-10.2c<br />
Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.<br />
<br />
WHST.9-10.2d<br />
Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.<br />
<br />
WHST.9-10.5<br />
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.<br />
<br />
WHST.9-10.6<br />
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.<br />
<br />
WHST.9-10.7<br />
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.<br />
<br />
WHST.11-12.6<br />
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.<br />
<br />
<br />
=== Materials ===<br />
<br />
MS Publisher, texts on abolitionists, copies of abolitionist newspapers, directions (see below), current newspapers<br />
<br />
=== Anticipatory Set ===<br />
<br />
1. Discuss with students the way communication spread in the United States in the 1800s<br />
<br />
2. Teach students the functions of MS publisher<br />
<br />
<br />
=== Procedures ===<br />
<br />
1. Have students read a current newspaper and discuss the layout of the paper <br />
<br />
2. Discuss with students the abolitionist movement pre Civil War <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. Why were they important for the end of slavery <br />
<br />
3. Have students read about Frederick Douglass, William Lloyd Garrison and other abolitionists <br />
<br />
4. Discuss how communication is done in the modern world (cell phones, email, etc.) <br />
<br />
5. Ask students how communication was spread in the 1800s without the internet a. Discuss difficulties b. How those issues were overcame <br />
<br />
6. Students then will create a newspaper on MS Publisher through the lens of an abolitionist<br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; a. Students can imagine they are writing from NJ to readers in the South<br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; i. Students must select a location in the South<br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; ii. Research how that town in the south feels about Slavery <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; b. Students must put era-appropriate images on the Newspaper <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; c. Students are writing about why slavery is evil, immoral and anti-American<br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; i. This should be at least 4-5 paragraphs convincing them to relinquish slavery<br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; d. Students then do a peer edit on each other’s papers <br />
<br />
&amp;nbsp;&amp;nbsp;&amp;nbsp;&amp;nbsp; e. Students then print out their newspapers for a presentation and to display<br />
<br />
=== Accommodations ===<br />
<br />
Tap into the students prior knowledge pertaining to, slavery, the Civil War and Newspapers.<br />
<br />
For students who are kinesthetic and visual, they will be able to hold a newspaper and observe the layout of a newspaper.<br />
<br />
For ESL students, provide a Spanish newspaper so they can relate to the concept of creating a paper and have them work with a partner on creating the newspaper project<br />
<br />
The teacher can model for the students what a finished product looks like to help clarify concerns or questions.<br />
<br />
If students are having difficulty with the assignment, students can have extended time.<br />
<br />
=== Assessment ===<br />
<br />
1. Class discussion <br />
<br />
2. Peer edit <br />
<br />
3. Presentation <br />
<br />
=== Integration ===<br />
<br />
Students will use geography and technology to accomplish the lesson. Literacy is used throughout the activity through reading, writing and editing.<br />
<br />
=== Closure ===<br />
<br />
=== Resources ===<br />
<br />
&lt;u&gt;Background Information&lt;/u&gt; <br />
<br />
Free Northern blacks and their enslaved Southern brethren participated in personal as well as organized acts of resistance against slavery. In the North, African Americans faced huge odds and the systematic violation of their civil liberties. Consequently, many fervently supported the abolitionist cause with both open and surreptitious acts of rebellion. Northern blacks began forming groups to support the cause for freedom. As early as 1817, black Philadelphians formally protested African colonization, and by the late 1820s, black participation in anti-slavery societies had proliferated throughout the northeastern United States. <br />
<br />
Abolitionists newspapers, such as William Lloyd Garrison’s The Liberator, funded abolitionist activities, thanks to the consistent and generous financial support of black activists, who made up the majority of the paper’s subscribers in its early, critical years. Former slaves and descendants of slaves also published their own newspapers to deliver powerful testimonies against slavery, at the risk of being enslaved themselves. <br />
<br />
Fierce words and vivid images were among the tools that radical “immediatist” abolitionists used to further their cause. Instead of gently pleading their case, they employed sensational language to shock people into action against slavery. On posters for abolitionist rallies and meetings, the fervor of the language is matched only by its physical, typographical boldness and size. This poster's appeal to the “Citizens of Boston” and “Sons of Otis, and Hancock” to “see that Massachusetts Laws are not outraged with your consent,” conjures up the signers and the principles of the Declaration of Independence to stir the reader to act in favor of the cause. http://rmc.library.cornell.edu/abolitionism/spread_word.htm</div>Administrator2